CFAE Learning Outcomes

Awards for Excellence OutcomesProgram equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills?

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Project Title Outcome RankOutcome Id Outcome Comments

RCTC International Business Reusable Learning Object Repository belowStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The anticipated outcomes of the project are asfollows:

• The student will have a greater understanding ofthe global economy and its impact on theirpersonal and work-life.• The student will have a greater understanding ofdifferent cultures and values, how they impactperspectives.• The students will feel more involved within thecampus community as they participated andcollaborated with instructors in development of theproject.• Greater collaboration between business andeconomic faculty.

The evaluation plan was comprised of a feedbackmechanism that measured the student'sunderstanding of the global economic andbusiness environment of development, and thestudents use of the RLO depository.

A five question essay examination (10 points total)was administered to sections of Introduction toEconomics, Microeconomics, andMacroeconomics. A voluntary bonus assignment atotal of 67 students participated. Each class wasrandomly assigned into two groups. The firstgroup(Study Group) was provided access to theD2L space and asked to evaluate three specificsections of content (20 minutes total) and then takethe online quiz. The second group(Control Group)was NOT provided access to the D2L space andwere assigned to view an online video (18 minutestotal) on airline transportation issues and then takethe online quiz.


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The quiz results were graded blind, without groupdesignation. The statistical results showed thatthose students with access to the D2L InternationalBusiness Reusable Learning Object Repositoryscored statistically higher than those students thatdid not have access. While statistically significantthe difference was less than expected and the RLOaccess was not a robust predictor of performanceon quiz

PASS - Preparing Strategies for Success belowStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Outcomes

• Enroll a minimum of 10 and maximum of 30students into the workshop:

12 students registered for the seminarOnly 4 students attended half or more of thescheduled sessions.

• 85% of the participating students- thoseattending 6 or more sessions - will achieve a GPAof 2.0 or better for Fall semester: 3 of the 4 regular attendees (75%) achieved a Fallsemester GPA or 2.0 or better.

Adding a service learning component to Phil 1101 belowStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

OBJECTIVES 1. Learn Plato's critique ofdemocracy and formulate objections to it; 2.formulate a reasoned and clear personal viewabout the moral status of democracy as a form ofgovernment; 3. learn the essential philosophicalskills of listening to countervailing views of othersand interpreting them charitably so as to form asynthesis at least to some degree with one's ownview; 4. learn how to construct an objection to anargument and then a reply to an objection; 5. learnto see questions about the form of government asmoral


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questions; 6. acquire a subtle understanding ofdifferent sorts of human and special rights,democratic freedoms, and abuses of democracy;7. to help students be better able to distinguishpolitical freedom from economic freedom. HOWGOALS WERE ACHIEVED The serviceopportunities were with the Jane Addams Schoolfor Democracy and WATCH (family courtmonitors). Both service opportunities provided theopportunity to help immigrants and theunderpriviledged make democratic institutions workfor them, and to thereby observe various forms ofmisfunctioning of democractic institutions. Bothservice opportunities provided the chance forservice students to discuss the issues they wereengaged in working on from a moral perspective,and thereby also helped them to see themselvesas stakeholders in the success of government. Inthe case of the Jane Addams opportunity, studentsalso had the opportunity to engage in suchdiscussions with other college students fromdifferent schools. Service students working withJane Addams participated in discussion circles inwhich a moderator brings equity to the discussion,and in the case of WATCH, students would bewitness to court proceedings constituted by acareful and fair sorting out of competing views. Inwriting their service reflection journal, servicestudents were required to compare conflictingnotions about of freedom, inequality, civil and otherrights, democratic ideals, and individualparticipation in democratic institutions, conflictingconceptions garnered from their serviceexperience, which would serve as an object lessonin comparing the relative merits of opposing viewsusing the argument-objection-reply structure. Also,learning first-hand about the human effects ofpolicy and institutional


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behavior made it easier to see policy questions asmoral questions (as opposed to mere statistical orfactual questions). Finally, students would haveseen the plasticity of governmental institutions,shaped by the will of the enfranchised. HOWGOALS WERE ACHIEVED Since no studentcompleted the service requirement, dropping outbefore the required number of hours was met, it isimpossible to evaluate the result for studentlearning of the service learning component. I hadplanned on using the service reflection journals,comparisson of service with nonservice studentson examination questions geared to Plato's critiqueof democracy and replies to Plato's position,measuring the degree to which superficial andidealized notions of democracy (or its problems)were still found in the term papers of servicestudents, and keeping track of the qualitativedifferences between service students andnonservice students in terms of their respectivecontributions to class discussions. Again, since nostudent completed the service requirement, theresults are inconclusvie.

Adding a service learning component to Phil 1160 belowStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

OBJECTIVES:1. Learn the different versions of the elementalconcepts discussed in class (representation, placein art history, expression of emotion, artistintention, aesthetic properties, form, culturalbackground, political significance) and seedistinctions amongst them2. Apply the definitions as definitive of art andidentify counterexamples3. Evaluate the definitions as stating an ideal for art4. See how the definitions help form a vocabularyfor art criticism


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5. Construct an evaluation scheme for art informedby the definitions and examples from class6. Understand, construct, object to, and defendarguments for these concerning the nature of art,the significance of art and artistic practice, thesignificance of the elemental concepts forinterpreting and appreciating art works, thequestions of whether readymades (or Pop Art, orDada, or conceptual works) are works of art at all,and similarities and differences amongst theartistic disciplines7. Have an appreciation of how the historical,cultural, institutional, and critical contexts of a workhelp to determine its artistic merit.HOW GOALS WERE ACHIEVEDEach service opportunity made students privy todiscussions amongst artists, juries, patrons, andcritics about the nature and merit of works of art. Each service opportunity exposed students toworks representing both traditional andnontraditional artistic values. Each serviceopportunity provided students with conceptualdistinctions drawn as part of critical commentaryabout arworks they were exposed to during theirservice. And each service opportunity was offeredby a large-scale arts organization, so students hadthe opportunity to learn about the institutionalvalues and prejudices that help form theexpectations of the contemporary art world.Though all of these means were available tostudents who participated in service, there was nodifference, at least by my measures (describedbelow), between service students and non-servicestudents in terms of achieving the learning goalsmentioned above. However, the service learningstudent sample was too small to be representative,so the results of evaluation must be regarded asinconclusive.


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EVALUATION TECHNIQUESI compared notes from class discussion,distinguishing between service and nonservicestudents, to see whether service students madenew, unexpected, more incisive, or more subtlecontributions. I found that they did not. Icompared the term papers of service andnonservice students, looking for a difference interms of depth of analysis and livliness ofexamples; again I found no clear advantage toservice. I also compared answers to essayexamination questions, looking for greaterachievement of the goals listed above asrepresented in essay answers to detailedquestions concerning the eight elementalconcepts, and again found no advantage toservice. Again, however, no firm conclusions canbe drawn given the sample size.

Podcasting for Math 1100, College Algebra and Probability – Capture and Br belowStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

good

International Higher Education Connection excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The main outcome, which is in line with thestrategic planning goals of our institution, is toenhance and maintain diversity within our CollegeCommunity. This outcome was measured by thenumber of institutions that I visited during thisproject (10).

Independent Research Summer Program excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1. To search, read and synthesize the mostrelevant research data from scientific journalarticles that pertain to their own laboratoryresearch and selected laboratory research project. This objective was achieved by providingresearch literature training for the initial week of theprogram, at ARCC, by biology faculty, utilizinggranted access to the U of M


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virtual libraries to obtain recent scientificpublications. IRSP students were required todevelop and present a small seminar presentationon own lab research literature at the completion ofthe training. This objective assessment wasaccomplished by evaluating students on howfamiliar they have become with their future labresearch, utilizing a developed rubric. 2. To prepare and successfully engage in acompetitive interview process with several principalinvestigators to be admitted into a researchlaboratory that matches their research interests. This objective was not pursued perrecommendation of the CBS Dean, Dr. Wright,from the U of M. Instead, students were matchedto their respective labs by ARCC faculty based ontheir research interests. 3. To develop a research project hypothesis, incollaboration with their research mentor, afterappropriate relevant scientific literature backgroundanalysis and review. This outcome wasachieved by Student/Research mentor andstudent/ARCC faculty discussions during the firsttwo weeks and two biweekly peer review meetingsrespectively. The scope and validity of theresearch hypothesis was evaluated by peers andARCC faculty during the first two meetings underappropriate developed rubric. Students were ableto reformulate a specific hypothesis and questionafter these discussions and peer review. 4. To develop essential and cutting-edgelaboratory research skills that allow investigationand production of scientific data designed toaddress the proposed hypothesis. 5. To successfully apply the scientific method inthe context of the gathered research data to


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accept or reject the research projecthypothesis. 6. To engage in meaningful peer reviewdiscussions designed to foment and promotestudent learning through exchange of ideas andpresentation of partial data, aiming to addresspotential setbacks and experimental designdifficulties. 7. To successfully and periodically present theirown partial research data, and/or research articlespertinent to research projects, and/or significantresearch discoveries to peers and ARCC faculty. These objectives (4-7) were achieved byconducting the ten-week laboratory researchproject. Research skills, production andinterpretation of data were assessed periodicallyby peers and faculty during peer review meetings(second through fourth meetings) utilizing peer andfaculty evaluations. Students were required toshare their data and findings with the group andobtain feedback and questions from their peersand faculty EVERY MEETING. The first two peerreview meetings were devoted to informal datasharing and review while the last three meetingswere dedicated to formal PowerPoint presentationof research project data (including background andconclusions information). Student assessmentthrough communication between ARCC faculty andU of M research mentors was also conductedthrough informal communication electronically. 8. To develop scientific writing skills and scientificpeer-review publications preferred style andformat. This outcome was achieved bythe completion of a research thesis paper at theend of the experience. ARCC and Researchmentor assessed the quality of the work with samedevelop rubrics for a pass or fail.


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Investigative Classroom Experiences in Psychophysiology excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

• Specific skills and knowledge necessary tosuccessfully operate a BIOPAC MP40 weredeveloped by the instructor and students. Theyinclude the ability to record and interpret (a)electrocardiograms for heart activity, (b)electroencephalograms for brain activity, (c)electromyograms for muscle activity, and (d)electro-oculograms for eye movement and eyeblinking during cognitive and motor activities. Methods for teaching these skills to students weredeveloped and implemented. Students havesuccessfully applied these skills in investigativepsychophysiology sessions in the classroom.

CAT excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1. To assess value ofwriting peer groups

Learning Community: EXSC 1500 Hiking and Snowshoeing and HLTH 1104 Contemporary Health excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1. Goal/Objective: To integrate critical thinking andexperiential education into the classroom. 2. Toaccomplish this goal I piloted the classroomactivities in a course which is currently beingoffered. Students were given a packet ofquestions which identified specific chapterscovered in the textbook. They were instructed tonot work ahead and answer the questions. Uponarrival to class students were asked to brieflyanswer questions that correlated with the chapterbeing discussed in class for that day. I then leadstudents in an activity which was selected to alignitself with the topic of discussion for the day. Theactivity emphasized the concepts of the questionsjust answered. Once the activity was completed atime of reflection was facilitated which focused onthe connections between questions and activity.


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Utilizing this strategy prior to lectures allowedstudents to become interested in the concepts priorto classroom lecture time. This also gave studentsthe opportunity to discover the connections ofmaterial to real-life and global issues. Studentswere much more engaged when I conducted theseactivities prior to the lecture. Once the lectureportion was completed the instructor askedstudents to go back to the questions and completetheir answers utilizing the knowledge and skillsthey have obtained from the classroom activitiesand lecture. 3. The evaluation technique used to determinesuccess, was that students were much moreengaged in lecture discussion than previousclasses. Students having time to think about thetopic prior to the lecture and then allowing themtime to process at the end showed the connectionsstudents made between knowledge, behaviorchange, and life skills. These connections werenot seen in previous courses in which the samequestions were used, but activities and processwas different. Another evaluation tool used was toask students to answer 18 questions for thecourse, out of 36 students who participated inclass, 24 of them answered the questions followingthe Critical Thinking Model, 12 did not. The resultshave shown me students are learning to developan opinion, apply information, and then processwhat they have learned to their lives and previousinformation.

Understanding the World's Theatre Traditions excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Students were able to participate in the creativeprocess by creating a play in the workshop. Theywere then able to participate in the production byperforming the play they had created for the publicduring the evening performance.


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Pilot Project - Philosophy Club excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1)Students will read the material provided andengage in discussions. 2) Ron and I provided the relevant philosophicaldoctrines that were appropriate to the topic that thestudents selected.3) It was evident from the discussions that thestudents had read the material and were engagedin the dialog.

Contemporary Health Issues/ Aging Population Service Learning Project excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The majority of students found that this servicelearning provided them a different perspective totheir understanding of members of the agingpopulation. Several students were initially tentativein their approach to interact with the elders, butquickly found the experience to be rewarding morefor themselves in ways that they had notanticipated.

Curriculum Redesign: Performance - Based Eduction/Cutting edge for Nursing Education excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

With the implimentation of a "Service Learning"Module, this semester we were able to seeleadership and role development. Self motivatedlearning students really excelled with the abilities,and expectations of the course.

"Use and Utilization of eFolio Minnesota" excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

GOALS and OBJECTIVES. After completion ofthe Award for Excellence proposal "Use andUtilization of eFolio Minnesota", I:1) Developed expertise in the use of "eFolioMinnesota", 2) Compiled and organized anePortfolio resource library, 3) Created an "eFolioMinnesota" site, 4) Prepared "eFolio Minnesota"training packets, 5) Serve as the RidgewaterCollege "eFolio Minnesota" resource facilitator, 6)Teach and offer 1-on-1 instruction in ePortfoliodevelopment, use and utilization (see scheduledinstruction), 7) Facilitate "eFolio Minnesota" "openlabs" (see scheduled labs),


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8) Make rubric(s) available to serve as a guide toassess and critique ePortfolios.

ACHIEVEMENT OF GOALS and OBJECTIVES. Students: 1) acquired knowledge about ePortfolios,2) comprehended and translated generalinformation about the purpose of electronicportfolios to the utilization of "eFolio Minnesota", 3)applied through selection, transfer and use theinformation and principles learned to design an"eFolio Minnesota" site, 4) analyzed the sitedesign, consulted with peers and myself, andmade corrections and additions, 5) synthesized theresults, and 6) evalated through assessment andcritique the success of their "eFolio Minnesota"site. EVALUATION TECHNIQUES TODETERMINE OUTCOMES. Students, by utilizingknowledge acquired and rubric(s) provided can: 1)Judge their eFolio based on suggested evaluationcriterion for ePortfolios, 2) Critique their own workand others based on acquired knowledge andskills, 3) Recommend to peers suggestedimprovements or changes, and 4) Justify design,content, use and utilization of an electronicportfolio based on specific standards and criteria.

Using a Common Book to Promote a More Integrated Curriculum excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1) The goals/objectives related to student learninginclude:•increase cultural competence of students•increase exposure to worldviews and studentexperiences.•promote sharing of ideas across campus.•develop methods for using the book in theclassroom

2) These goals have been met by an array ofactivities, including: classroom assignmentsencouraging research and critical thinking


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related to topic, interactive projects (such as writingthe "I am From" poems). Meetings, website,outreach (Summer Kick Off Days, OpeningWorkshop, Diversity Day, and the StudentInvolvement Fair) have cross-pollinated ideas. Thewebsite (as a Clearing House), the Student Works'Bulletin Board, and email communications havefostered a variety of methods for using the book inthe classroom.

3) In addition to the anecdotal information collectedby professors, classroom assessment datacollected by English faculty member Linda Tetzlaff,found that more than half of her FreshmanComposition classes responded that they'd learnedabout other cultures and/or challenged their ownbelief system about others because of reading thisbook. Approximately 20 class sections of a varietyof classes required, requested, or suggestedreading the Common Book Program this semester. Meetings and presentations about the commonbook program have been attended by staff, faculty,students, and administrators from a variety ofdisciplines and departments. At all presentations,we've collected feedback from participants. Interestingly enough, the voices ofimmigrants/refugees were heard at non-commonbook events this semester during Diversity Day,the Global Poetry Recital, and theVietnamese-American performance artist Kao Phi. Finally, the website has disseminated informationand ideas about the Common Book Program. Atthis writing, the site had more than 330 visitors.

Global Soul of Poetry excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

My objective was to provide an avenue by whichstudents who attended the event, and those whoparticipated alongside their professors, gained


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an appreciation for the true scope of diversity atNCC and the literary heritage behind each culture.The successful achievement of this objective wasevident in the attendance of more than thirtystudents at both the fall and spring recitals.

Assist with and promoting FYI, learning communites, and paired courses excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The goals of increased participation in FYEcourses and increased completion rates for thesecourses were both met. The enrollment in thecombined FYE courses increased from 26 to 134students when compared to the previous semester. Data shows that students who participate in thepaired courses and learning communities showincreased academic success.

Teaching Circle: Active Learning excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Some teaching circle participants indicated in theirassessment of the active learning activities thatstudents had specific increases in quiz scoreswhen compared to student quizzes from priorsemesters. Other faculty reported studentdiscussion and processing of material was morein-depth and involved more critical thinking thanwhen they previously taught the same material.

Using a Common Book to Promote a More Integrated Curriculum excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1) The goals/objectives related to student learninginclude:•increase cultural competence of students•increase exposure to worldviews and studentexperiences.•promote sharing of ideas across campus.•develop methods for using the book in theclassroom

2) These goals have been met by an array ofactivities, including: classroom assignmentsencouraging research and critical thinking relatedto topic, interactive projects (such as


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writing the "I am From" poems). Meetings, website,outreach (Summer Kick Off Days, OpeningWorkshop, Diversity Day, and the StudentInvolvement Fair) have cross-pollinated ideas. Thewebsite (as a Clearing House), the Student Works'Bulletin Board, and email communications havefostered a variety of methods for using the book inthe classroom.

3) In addition to the anecdotal information collectedby professors, classroom assessment datacollected by English faculty member Linda Tetzlaff,found that more than half of her FreshmanComposition classes responded that they'd learnedabout other cultures and/or challenged their ownbelief system about others because of reading thisbook. Approximately 20 class sections of a varietyof classes required, requested, or suggestedreading the Common Book Program this semester. Meetings and presentations about the commonbook program have been attended by staff, faculty,students, and administrators from a variety ofdisciplines and departments. At all presentations,we've collected feedback from participants. Interestingly enough, the voices ofimmigrants/refugees were heard at non-commonbook events this semester during Diversity Day,the Global Poetry Recital, and theVietnamese-American performance artist Kao Phi. Finally, the website has disseminated informationand ideas about the Common Book Program. Atthis writing, the site had more than 330 visitors.

German Student Exchange Program excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Several of the German students attended Dr.Kirsten Cron-Mills class which was studying theHolocaust.


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The German students attended Martha Lindberg'sMusic & Culture and Amy Magnus's Issues ofGlobal Peace and World Responsibility.

The visiting instructor, Wolfgang Bornemanntaught several classes, talking about the culturaldifferences and similarities between our twocountries. Several of the German students, whohad a strong background in computer technologyacted as teaching assistants in my WebProgramming and Java class.

Teaching Circles-Assistant Project Manager excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Students were not aware of the e-folio opportunitythat was available to them. We discussed all thepros and cons of using this as a "marketing tool"for themselves. After the discusss each student created their owne-folio. The biggest benefit for the student is thatthey can update it as needed and have a place thatthey can "show their work." They also thought itwas great that once they graduated from thecollege they could still keep the e-folio active andmake changes as needed.

Teaching Circles--Participant excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1) employ a case study in the classroom/getstudent feedback. 2)A case study involving milkproduction fluctuations was given to the students;3)faculty in the Teaching Circle looked over andgave suggestions before the case study was usedin the classroom and students completed a survey

Teaching Circles---Participant excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

I created a Captivate movie for a lesson in acourse I teach called "Computer Applications forVeterinary Technicians." The studentsoverwhelmingly agreed that this method ofinstruction could add to their self sufficiency in


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the course.I tried a discussion group assignment. Mystudents enjoyed the experience. I was verypleased with the quality of the content of the writingthe students contributed.

Magnetic Instructional Tools for the Classroom excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Student learning was exceeded with regard toincreased knowledge of concepts and skills;engagement and collaborative interaction alsosucceeded beyond expectations in most activities. In addition, students reported that activities wereenjoyable and engaging. In an ESOL class, Daryl Beres' goal was forstudents to master 50 affixes to increase theirvocabulary. In weekly review practice, fiftymagnetized affixes were used with overheadtransparencies of charts or sentences projectedonto a magnetic- receptive whiteboard. Studentsused magnets to complete the activities. ActiveLearning Advocate Michele Neaton observed theclass and noted that quick and easy-to-usematerials kept students focused on the material. She observed that the magnets seemed to helpstudents focus on the "sameness" of affixes—howthe morpheme can be used to form many differentwords.In a Developmental English 80 class, PatriciaPyle's goal was student mastery of the concept ofperson as related to the correct choice of pronounsand the correct form of verbs. In a pre-activity,most students could not complete a simplediagram based on person and number. Magneticstrips indicating person and number were used inlecture and in five sequenced board activities donein teams. In a post-activity, all students whoparticipated in the activities scored at or near100%. All who missed the five sequenced boardactivities scored zero.In another Developmental English 80 class,


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Dianne Del Giorno's goal was to increase studentconfidence and skill in the use of a variety ofsyntactic structures in revising papers writtenthroughout the semester. When asked to scorethe usefulness of 10 different learning activities ona scale of 5 (highest) to 1 in achieving this goal,students over two semesters rated the use ofmagnetized words, phrases, and clauses at 4.72and 4.79, a score higher than that of any otheractivity. (Several students added comments to thesurvey praising the instruction with magnets. Onestudent readjusted the scale to give "lessons withmagnets" a "10.") In comparing studentperformance on the exit test and exit paragraphcompleted each semester, the instructor noted anincrease in writing skills, both in avoiding commonerrors and in using a wide variety of syntacticstructures, demonstrated by students who werepresent when magnetic materials were used ininstruction.

Automated External Defibrillator Program excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

We have had a large turnout of studentparticipation on each campus and theirinvolvement of being on the emergency responseteams on campus. This participation increases thelikelihood of having trained people nearby in theevent of a cardiac emergency. We continue tomaintain the voluntary list of these students andtheir completed certifications in AED/CPR and FirstAid at a Health Care Provider level.

Project Training for Technology Demands excStudent learning: Was student learning achievedwith regards to increased knowledge of

Students were able to accomplish tasks using thework order forms. The forms did not have


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concepts and skills? detailed information required to accomplish thetasks but students were expected to figure that out.On average they accomplished the tasks with lessinstruction and in the time expected with minimalassistance. The evaluation was based oncompletion of the task in a reasonable amount oftime with minimal assistance.

Project Lead the Way Implementations excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1) Goal was to increase engineering awareness forNashwauk-Keewatin high school students.2) Through 9 sessions in their classroom and oneorganized event on our campus, I exposed thestudents to the wide options available in the careerand to the excitement of the profession.3) Students journaled their questions andresponses to my presentations.

Nursing Simulation Scenarios Level II and Clinical Lab Day excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Goal: To better prepare students to return toclinical via simulation scenario and clinical lab day. A survey of the students validated that they werebetter prepared when resuming clinical.

Fused Glass and PMC excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1. The goal was to learn and teach Fused andPMC glass techniques.2. I acheived the goals by attending workshops,learning from glass artist friends, reading andcreating, and firing glass fused. I have beenteaching these techniques to students thissemester.I had the students write their personal responses tolearning the techniques.

Expanding Innovation and Improving Accessibility of the Sales, Marketing and Management Curriculum excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

One of the goals of this project was to "Expand theInnovation in Course Delivery". Through the workon this grant I have been able to develop all of mycourses into a blended format using D2L. In all ofmy classes, students now have access to coursematerials on each chapter in


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a variety of formats including chapter study guides,PPT's, and practice tests. In addition, studentshave access to resources that have beenbeneficial to students completing research projectsand course assignments. I have receivednumerous positive comments from students inregards to the development of these resourcesbeing available online.

Academic Writing and Electronic Communication excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Goal 1: Help prepare students to be successful inother courses This was assessed by individual conferences withstudents and instructor reflection at the end of thesemester. We surveyed the students in order tomake changes for future semesters. Polled students as to what courses they are takingin Spring 2007.1. Student is planning on taking Math 0901 andESOL 12802. Student is planning on taking MATH 1260 andEnglish Writing3. Student is planning on taking ESOL 1260,English 1111, and Biology4. Student is planning on taking Calculus,Physics, and Chemistry. Advised student to speakwith Advisor.5. Student is planning on taking CIS1101,Geography, and English 11116. Student may take one more ESOL course andwill be working with Advisor as student plans totransfer fall 2007 to a college in Ohio.

Both instructors held individual conferences withstudents to discuss progress. Surveys areavailable upon request.• Students will practice keying their assignmentsand self editing their work. Students in the CIS1000 course key their assignments from the verybeginning of the


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semester and need to be able to self edit theirwork. Assignments are expected to be formattedcorrectly and proofread. Any errors found are to becorrected. Method of assessment of learning wasa pretest and posttest to measure the learning thatoccurred in the CIS1000 course during thesemester. Testing instruments were a simplereport, business letter, and memorandum with atable. Students met the learning objectives of thecourse as of December 1, 2006.Goal 2) Prepare students for future online courses.Our emphasis for preparing students for futureonline courses was to use Desire2Learn ande-mail. Both instructors have Course Homepagesin Desire2Learn for each individual course. Students have had experience sending e-mail tofaculty and receiving e-mail from faculty. Eachstudent has an e-mail account and checks itregularly. Students are able to check the syllabusfor each course in the Learning Community fromtheir Desire2Learn student Homepage. Thesepaired courses are listed under LearningCommunity in each faculty member's Desire2LearnCourse Homepage. In Desire2Learn, faculty andstudents used the Content area, Dropbox, etc.Students have had considerable experience duringthe semester accessing Desire2Learn to checkgrades, review study materials, check assignmentdue dates, etc. Knowing how to use these featuresas well as being able to login to Desire2Learn andknow how to use the tools in Desire2Learn will behelpful for the students when taking future coursesthat use Desire2Learn.

Anthropology Through The Arts excStudent learning: Was student learning achievedwith regards to increased knowledge of

The goals for this project were to provide analternative, sensory learing experience for the


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concepts and skills? entire Normandale Community and to illuminateexamples of rich ethnographic expressions toNormandale students, staff, faculty, and others inthe community. In addition, this project wasdesigned to align with the mission of NormandaleCommunity College and the Department ofAnthropology by presenting insightful programsthat would illustrate and promote appreciation fordiversity in people. A fourth goal was to conduct apilot study that would measure the feasibility andacceptance of future planned film/arts festivals atNormandale. I would have to say that all fourgoals were very successful in having beenachieved, and there really was not one of theseareas that failed to accomplish its goals. In thearea of community participation, this was the onlyarea that for future planning, more announcementsregarding the festival should definitely go out intothe community since most of the attendees whowere not students, staff, or faculty, were friendsand relatives of the above groups.This pilot project far exceeded expectations in thatour primary assessment tool for measuring studentlearning and appreciation for this festival was anevaluation form, and all of the comments receivedon 116 summary evaluations point to effectivenessand positive reactions to this festival. Theevaluation form itself was a one page evaluationsheet that was comprised of four ranking questionsand six yes/no questions with space provided forcomments. Attendees were asked to fill out a formfor each film that was viewed by them, or they weregiven the option of completing one evaluation foreach of the three segments that the festival wasdivided into (Friday evening, Saturday morning,and Saturday afternoon). A copy of the evaluationform is attached as well as a summary of the


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quantitative and qualitative responses.Service Learning in Medical Anthropology excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

There were three primary goals for this servicelearning component to this course in MedicalAnthropology taught in Spring, 2007. The first goalinvolved both student and instructor learning. There was also a goal for the instructor to provide(with the assistance of the Planned ParenthoodStaff) to teach ethnographic work throughparticipant-observation in a community setting. The second goal of this project involved communityengagement, and this project clearly involved veryspecific health and emotional situations as theyrelated to the termination of pregnancies. Coursewas to develop a program for students wherebythey could utilize participant-observational skillsand subsequent analysis of ethnographic data inhealth care situations. The three goals wereachieved by offering this component to students,having it develop into a part of this course (that willbe offered in future courses in MedicalAnthropology also) and documenting the successand reflective results from the students whoparticipated. From the questionnaire that wasdeveloped and from the reflections of the students,outcomes were assessed and will continue to beassessed. Learning outcomes were assessed bythe instructor in meeting with the students whoparticipated in this project. This was a verbalinteraction, and I feel that measurement wasadequate for stating that students' outcomes wereespecially good in this interview process and dataanalysis. The second goal of this project was that ofcommunity engagement. This goal was well met inthat the students were actively involved withwomen and sometimes men in their pursuit of


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information from Planned Parenthood. Theinteraction was well-received by the peopleinvolved, and clearly the students were able tocome away with a much better, if not different,assessment of what occurs at Planned Parenthoodfacilities. The third goal was that of cultural competence. This goal is addressed often in various venuestoday, but clearly for this project, there was a lot tobe gained on the part of the students in going fromwhat they all initially held in cultural sensitivity towhat can actually be measured as culturalcompetence. Upon taking the cultural competenceself-test, all students in the class are now viewingtheir own competence levels and seeing changesin the ways that they interact with those who areconsidered "different" in various ways. Theultimate goal to be reached is cultural proficiency,and many of the participating students felt that theyknew how to work towards that achievement.

Oral Histories Project in Cultural Anthropology excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1. The goals of this project were to: a. conductoriginal interviews and follow through with researchon the oral histories of elderly residents inBloomington, Minnesota, b. to place students intothe community as a teaching method and tool forlearning, all as a part of participant-observation inanthropology - this being the primary tool used byanthropologists in ethnology, c. to reach a betterunderstanding of some of the issues of the elderlyand specifically aging processes and health issuesconcerning this population. 2. All three goals weremet and exceeded early expectations in severalways. Goals were reached by first outlining withthe students what the goals of this project were tobe and then bydesigning an instrument forinterviewing individuals within the community.


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We wanted to ask specific demographic questionsand we also wanted to hear about "what the peoplewanted to say". We asked them what theyremember most fondly about the past years andwe asked about their vision of the future, forinstance. The students were especially pleasedwith working in the community during this project'sspan. They worked around their own timeavailability and they actually ended up finding theirown subjects for the study since the BloomingtonHistorical Society experienced some staffing andmanagement problems and could not participate inthe project. This was an especially good lesson inperseverence and adapting to different situations.It all worked out well. A total of nine studentsparticipated in the project. They devoted at least20 hours each to the interviewing and dataanalysis for the project. The third goal was met byevaluating the data compiled. I assisted incompilation and the group met to go over the data. The students were surprised to find that in thispopulation of elderly residents in Bloomingto, thereis little discrimination described, few feelings ofisolation (with strong family ties and contacts,senior facilities, etc.), and a positive attitudeprevailed regarding past and future reflections. Other than some unexpected health issues,residents rely upon Government health care andsupplemental insurance and thus do not findthemselves without access to health care. Generally, they are very attentive to preventivehealth care and screening for ruling out diseases. All of this data was very valuable as was thestudents' recognition that this type of interviewingwas well-received and also very valuable as alearning tool.


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Student Online Supplement for MATH0200 and MATH0210 Final Exam Reviews Using Tegrity excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1) Provide MATH0200 and/or MATH0210 studentsonline support that will supplement the commonreview for their respective final exams. 2) I produced Tegrity recordings of all solutions tothe MATH0200 and MATH0210 common finalexam reviews. The Tegrity recordings were linkedthrough websites which I created and currentlymaintain and made accessible to all studentstaking these two classes. The links are housed onthe ARCC Mathematics Department Website at thefollowing link: http://www.ar.cc.mn.us/math/ Thestudents are able to visit the website, print thecommon final exam review and utilize the Tegrityrecordings to review for their final exam. 3) A post-final exam questionnaire was given tothe students by instructors who used the Tegrityrecordings as a supplement. Of the MATH0200students polled, 75% used the Tegrity recordingsto review for their final exam. Of the 75%, theaverage response to the level of usefulness, usinga scale of 1(not useful at all) to 5 (extremelyuseful), was 4.35. Also, of the 75%, the averageresponse to if they would use this type ofsupplement again, using a scale of 1(not at all) to5(All the time), was 4.47. Of the MATH0210students polled, 61% used the Tegrity recordingsto review for their final exam. Of the 61%, theaverage response to the level of usefulness, usinga scale of 1(not useful at all) to 5 (extremelyuseful), was 4.13. Also, of the 61%, the averageresponse to if they would use this type ofsupplement again, using a scale of 1(not at all) to5(All the time), was 4.38. The results indicate thatthe Tegrity recordings are being used by a majorityof students and the students found thesupplements to be very useful in their studies.


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Pilot Project - Philosophy Club excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1)Students will read the material provided andengage in discussions. 2) Ron and I provided the relevant philosophicaldoctrines that were appropriate to the topic that thestudents selected.3) It was evident from the discussions that thestudents had read the material and were engagedin the dialog.

Development of Online Physical Geography Course excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

So far in the course students have a clear grasp ofthe key concepts and processes discussed. Students have been successful at not onlycompleting the assignments due so far, but haveperformed well on them. Students have jumpedinto the discussions with enthusiams and that hashelped them learn and grow as well. The upcomingtest will really help give me a clear understandingof their knowledge base.

TechNow Summer Programming Camp excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

A main goal was to have the students learn goodprogramming practices as well as have theopportunity to interact with Computer Careersfaculty and business representatives.The students picked up the material so quicklyduring the three-day summer camp that we had toincorporate more content. For the last day Ibrought in several modules from my Java Iprogramming course showing them how to installand write a basic Java program. We also had thestudents do a pair-programming activity whichdemonstrates how much more effective teamprogramming is. And, we showed the students howto use FTP (File Transfer Protocol) to move filesfrom their own computers up to a server so theycould be viewed by others as well as how toprogram the Lego® MindStorm® robots.


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Convert CSCI 2050 to fully online excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

While I thought that this course was as appropriateto online presentation as any we have, I was veryconcerned that the lack of interactive presentationof material would hamper student performance tosome degree. This did not happen, and overallstudent performance was as high as or higher thanany section I have taught of the course.

Stress Management excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Students filled out a short anonymous survey. Responses are positive and repeated use of thebiofeedback system beyond classroomassignments has been noted.

Service Learning for Health 1118: Stress Management excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1. To demonstrate the importance of communityservice and build relationships between studentsand the community. 2. The addition of servicelearning as an option for their semester project andthe research that supports service learning as astress management technique was the firstindication of the importance of community serviceand its impact on health behaviors. To achievethis goal I attended the training sessions offered bythe Center for Service Learning and had themcome into the classroom for a presentation oneach of the sites chosen. I then discussed theimportance of service learning and its relationshipto being a stress management technique for anindividual and for those who are receiving theservice. 3. The evaluation tools used to assessthe importance of community service was a surveyand final paper which was distributed andcompleted at the end of the service learninghours. The survey asked students why theychoose service learning as an option for theirstress


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management projects. The largest group had theresponse that they wanted experience with apopulation that was different from what they usuallyencountered. The next group wanted hands onexperience for a career choice, and the lowestresponses were that students wanted to explorealternative stress management techniques. Sincemajority of the students who completed the servicelearning hours choose the response that theywanted to gain experience with a differentpopulation the results support the learningobjective that students wanted to buildrelationships between themselves, theircommunity, and experience the benefits from thatconnection. The final paper assessment askedstudents to identify their original objectives, give anoverview of the service learning and journalingexperience, and how they made the connectionsbetween the service learning experience andclassroom content/activities.

Fall Semester 2006, SEEDfolks excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

There were two goals related to student learning:1. develop examples for the classroom and thesurrounding environment that include a richdiversity of cultures and 2. use language andinteract with students in a manner that showsuniversal respect for various cultural andsociological backgrounds.

The participants shared many examples of howtheir students elaborated more in class and in theirwriting after exposure to the various exercises. Instudent evaluations they commented on howimportant the inclusion of culture was to theirlearning.

Changing the Classroom from Competition to Collaboration (Spring 2006) excStudent learning: Was student learning The collaborative learning techniques


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achieved with regards to increased knowledge ofconcepts and skills?

implemented by faculty members of the grouphelped students achieve better understanding ofmaterial, helped students achieve higher quizscores than a previous group (in one instance),helped students increase confidence in their ownabilities, helped students enjoy the material, andallowed them to share constructive criticismcomfortably.

Arts Interaction and the RCTC Common Book excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The most obvious outcomes of the project will bethe creation and interaction by the URC communitywith the five created interactive exhibition projects(initial example project creation, and fourcommunity created projects). Additional studentlearning outcomes will involve (1) innovation, (2)collaboration and partnerships, (3) aestheticexpression, (4) quality and continuousimprovement, (5) stewardship, (6) student andcommunity engagement. The project, dependingupon the content selected by the UCR community,has the potential to involve diversity and globalperspective issue outcomes.

MSCTC SPORTS MASSAGE TEAM excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Goal #1. To expand student knowledge andexperience of sports massage. We acheived thisgoal in a big way by having James Waslaskiconduct a sports massage training session for theteam. Also, for the various athletic events,informational lessons were emailed to each teammember prior to the event, providing themspecialized techniques for various athletic events.Team coordinators oversaw the massagetechniques at each event, providing feedback onskill and technique. Goal #2. Offer credentials. Team members whoattended James Waslaski's training sessionreceived 3 CEU, and upon successful completionof the project, received a certificate


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of of Recognition. Goal #3. Recognition of MSCTC and its MassageTherapy program. At each athletic event weattended, we had fact sheets available for themassage program as well as an MSCTC sign.Goal #4. Make massage therapy available toathletes to improve their athletic performance. Theteam massaged literally HUNDREDS of athletesnot only at their competition, but also during theirtraining to address muscle injuries and to enhancetheir recovery.

MSCTC SPORTS MASSAGE TEAM excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Goal #1. Advertisement and recognition of MSCTCand the Massage Therapy program. The teamwent to many different towns to do SportsMassage which definately increased visibility of theMSCTC Massage Therapy Program. We hadbrochures and a MSCTC sign displayed. Goal #2. Expanding the Sports Massage aspect andknowledge to students. The extra concentration inSports Massage made students learning excell. Going to athletic events also made the learningadvance. Goal #3. Making massage therapybenefits more available to athletes to improve theirendurance and performance. Most athletes knowabout massage but some do not and we were ableto address their muscles issues and at the sametime educate them about massage. We had theopportunity to work at many different events and ona large amount of athletes. Goal #4. Offeringstudents who join the team a training session insports massage, credentials and participation at aspecific number of athletic events. Along withJames Waslaski's seminar which included 3CEU's, the members who completed the requirednumber of events received a certificate ofRecognition.


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Analysis of Automotive Internet training excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

I have been interested in trying to offer autotraining on the internet for some time now. The carmanufacturers have nearly all changed to internettraining for the employee technicians working inlocal dealers. They spend a lot of money to trainthese technicians on all the new auto systems thatare available on new cars. I wanted to see if entrylevel training was feasable. I found a companycalled CDX that is based in Australia that has puttogether automotive training materials that areexcellent. They have both PC based trainingmaterials that can enhance our existing trainingmaterials and internet training materials that canbe accessed from anywhere. The CDX system isvery complete and well laid out. They have a verythurough package of training. The training has over600 theory videos, 500 assignment task sheets. Italso has interactive knowledge checks and writtentests to assess student learning. The text book hasa english to spanish dictionary I believe willenhance and enlarge our target training market.

MSCTC--Moorhead Art Fund excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1. To increase student understanding andappreciation of Western and non-Western artifactsand cultures through exposure to art via theMSCTC Art Fund collection, virtually and in thefacility.2. Students from art and non-art backgroundsrecieved instruction and exposure to art. The artstudents engaged in hands-on experience creatingart, as well.3. Two samples were used, art and non-artstudents. A total of 38 students were surveyedpre-intervention and post-intervention. Thesurveys were analyzed using data collected. Theintervention consisted of lecture, veiwing


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art in the MSCTC--Moorhead facility and on theMSCTC--Moorhead Art Fund web site. The resultsshowed that students were more likely to view artpositively and reported wanting to continue toexperinece art in the community, plus they weremore understanding of cross-cultural art and othercultures as a result, after the intervention.

Innovative Teaching Strategies to Enhance the Social and Emotional Environment of Online Courses excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Obj:Develop a survey instrument to assess ifstudents' needs for community and belonging aremet in an online class and if they believe theinstructor cares about their performance.•Obj. achieved by: Senior Instructional Designer atUniv of MN critiqued course design and gaverecommendations. Literature research wasconducted to determine the best strategies andteaching techniques to implement. Surveyinstrument was designed to assess feelings ofcommunity and belonging as well as if theinstructor demonstrated care and concern aboutstudents and students' academic success.

Eval: Survey was administered. Data wascollected and compared from online course andface-to-face course. Results showed that studentsdid experience feelings of community and felt thatthe instructor cared about their success.Ex: Students learned to have positive socialinteractions in an online environment.

New Ideas and Discussion: Normandale Colloquium Series excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

All attendees were given a brief survey to completeand return at the end of the each colloquium. Please see appendix #2 for student self-reportedsurvey results.

Health/Physical Education discipline Workshop excStudent learning: Was student learning One goal was to discuss online teaching in


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health and physical education. A panel ofinstructors discussed their expreiences and offeredsuggestions to other faculty thinking about puttingtheir courses online. Remarks on the conferenceevalutation indicated very satisfactory ratings andincluded remarks on usefulness of the information.

Environmental Health Course excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1. Describe the following (EXAM): a. Dimensions of wellnessb. Ecology, epidemiology and toxicology conceptsc. Environmental agent effects on human healthd. Environmental agent-organ toxicityrelationships2. Assess their environmental health risk,research what can be done to decrease one riskand advocate for change for environmental healthpromotion (Research and Letter).3. Assess how their behaviors impact theenvironment and devise and implement a plan ofaction to change one behavior (Pre and PostBehavior Survery).4. Demonstrate use of the environment for healthpromotion and healing (Service-learning projects).

Film Library excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The electronic format gives students an easymethod of film review, information and location.Having films in an organized format also increasesutilization of films

Retention of Concurrent Students:K-12 Partnership Concurrent Educational Intervention Sessions excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The goal was for Perham High School students togain a greater understanding of how the MSCTCconcurrent courses offered to them will fit into theMinnesota Transfer Curriculum and meet differentdegree requirements. The


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objective is that this increased knowledge will leadto increased retention for the concurrent studentsand increased matriculation to MSCTC after highschool graduation.

A survey was administered to Perham High Schoolconcurrent students and potential current studentswhich assessed their knowledge of the MinnesotaTransfer Curriculum, degree options available,gpa/transcripts, transferring and transferresources. Survey results indicated many gaps inknowledge and a comprehensive educationalintervention curriculum was developed as aresponse to the indicated needs. Informationaleducational sessions were conducted with over150 students at the Perham High School to providethe above-mentioned information. A detailedpacket of information was also developed anddistributed to students for their own use or to sharewith their parents.

The students completed a post-survey todetermine the intervention's effectiveness. Surveyresults indicated an increase in knowledge on amultitude of topics. This increase in knowledgeranged from a 13.6% improvement up to a 42.9%increase in knowledge. For example, there was a26.2% increase in knowledge in how the MSCTCconcurrent courses will meet the requirements ofan Associate in Arts Degree of a Bachelor'sDegree. There was also a 25.4% increase inknowledge in how the MSCTC concurrent coursewill meet the requirements of more technicaldegrees such as an Associate of Applied Scienceor Associate of Science Degree.

After registration for fall 2007 concurrent


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classes Perham High School indicated there hasbeen a 100% retention rate of concurrent juniorswho will be enrolled in concurrent classes againnext fall as seniors. In addition, Perham HighSchool Counselor, Jan Turgeon, has alsoconfirmed that there is a significant increase ofconcurrent seniors who firmly plan on attending anMSCTC campus next year. Fall of 2005 saw 5concurrent students matriculate; fall of 2006 saw 9concurrent students matriculate and we areexpecting at least 15 students to matriculate for fallof 2007.

Graphic Design and Print Communication Career Day excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Students that are presently enrolled in the programused exceptional customer service skills to talkwith prospective students.Each group was able to spend approxamately15-20 minutes explaining the print and designindustry.Very positive comments from all high schoolteachers.

A Musical, Intercultural, Visual Learning Experience excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1. To make students aware of the connectionsbetween music from different cultures. To stimulate

their imagination with the connection between Impressionist art and impressionist music. Toencourage students to express their reactions tothis experience through written compositions. Thedissemination of the materiuals and the actualmusical and visual presentation met our goals.

encourage students to express their reactions tothis experience through written compositions.


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2. the disseminating of the materials and the actual musical and visual presentation met our goals. The evaluation techniques have differedfrom depaqrtment to department. In French andSpanish, students are writing compositions in the targetlanguage. In culture courses they are writing in English. The many compositions we have alreadyseen, and more are coming, have more than met our expectations. Students learned whatimpressionism is, in art and in music. During the visual and musical performance, comments by students and faculty have demonstrated that the connection was a powerful one.

Collaborative Simulation Project excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The goal of this project was to improve access toand increase the use of clinical simulation innursing education. As a result of this collaborativeproject, eighteen scenarios are now available tothe nursing faculty at Anoka-Ramsey CommunityCollege for their use in simulated learning activitiesfor use with students. The faculty involved in thisproject implemented these scenarios in theirprograms and evaluated student learning with thestudents involved in the simulated activities. Thestudents reported that their learning was enhancedthrough the use of the simulations. The faculty atAnoka-Ramsey Community College plan tointegrate more simulated learning activities toenhance student learning in fall semester, 2007.

Pre-Pi Day Pi-K Walk excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1. High school students were exposed to a varietyof subjects and actively engaged in labs anddiscussions. Evidence: I visited the high schoolsone week later to observe the students sharingwhat they had learned.


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2. The Mesabi students involved in the planninggained valuable experience: maneuvering thedifferent bureaucracies of the college and highschools, fundraising in the community, organizationand scheduling (the master schedule itself was agraph theory problem!) Evidence: The studentshave already formed a committee and are workingon next year's event.

The Writing Center excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

We increased awareness that good writing isessential in all disciplines. We increased students'access to writing support. We improved studentwriting skills.

Biodiesel Pilot Project excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1.) To provide students with a hands on learningexercise requiring research and the application ofnew technologies.

2.) Students were required to participate in theresearch related to the chemical process ofbiodiesel conversion. Students were required toresearch and apply technologies not formerly usedin our department. With the quality of the finalproduct being a key factor in relation to thesystem's overall performance, the understanding ofeach individual component was enhanced.

3.) Daily progress reviews by instructors, peerreviews, and the successful processing of their firstbatch of biodiesel fuel.

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Online Classes: Portfolios for Educators II and III excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

A goal of the project was to offer an opportunity forstudents to take Portfolios II and III online withoutsacrificing faculty/student


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communication and with classroom experience stillattached to the portfolio classes. The goal wasachieved by faculty monitoring of existing portfoliosto be sure students were documentingcompetencies/skills in an ongoing manner; bymaintaining close contact with students throughemails or face-to-face appointments; and throughverification of student contact hours in classroomsthroughout the metro area. The evaluation ofstudent outcomes is through the review of theelectronic portfolios as they evolve in all areas.

Tomorrow's Teachers Get the Right Start at MRCTC excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Our intial objective was to begin to build interest inthe three AA Degree programs and the BA Degreecohort model programs. Students have indeedreceived news about these programs veryenthusiastically and are meeting with MRCTCstudent advisors to schedule courses in order to beprepared for the articulation and cohort modelopportunities. There has also been interest inthese AA and BA Degree programs from studentscurrently attending other MnSCU institutions whowould like to register for education courses atMRCTC while enrolled at other institutions.

Rochester Area Council of Teachers of English excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1) specify your goals/objectives

The intent was not to make any direct changes instudent learning this year; the intent was rather toexamine data so that student learning andcollege-level placement scores in reading andwriting would be increased in the future.

2) explain how the goals/objectives were achieved


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The first method used to achieve the goal was tocollaborate on expectations in gradingplacement-style essays for high school students.

The second method used to achieve the goal wasto establish a better understanding of collegeplacement tests for the high school English/readingfaculty members.

3) describe the evaluation techniques you used todetermine outcomes.

Our evaluative technique for the first goal (gradinghigh school placement-style essays) was to get allof the Mayo High School English faculty memberstogether in a room with four RCTC English facultymembers for a full day. Together we scoredseveral hundred Mayo High School 11th gradeplacement-style essays using a holistic rubric witha 1 to 6 scoring system. We attempted to have atleast one college reader/scorer for every one ortwo high school scorers / readers. We thencompared the results to see if the scoring wasdifferent. Our expectations for this exerciseseemed to be very similar. The results were thenshared with students so that they could have asolid understanding of their writiing levels at anearly point in their junior year of high school.

Our evaluation technique for the second goal(Accuplacer testing session) was to have highschool and college English writing/reading facultymembers take the Accuplacer test and to analyzethe kinds of questions that were asked. Then weheld a group discussion on what was covered inthe questions, the way it was covered, etc. As afollow-up to this, RCTC will be presenting anAccuplacer session at the


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pre-school duty day on August 30 for all theRochester Public High School teachers.

"Inside Inver Hills" excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

My goal was to produce a pilot program and three1/2-hour television news shows. We did that, butby the end, the student were doing all the studiowork themselves, without any help from the TownSquare Television production staff. That factexceeded my expectations since we always had analmost entirely new group of students at eachshow after the initial training.

Integrating Service Learning into Abnormal Psychology excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The ultimate purpose of this project was tointegrate a service learning component into anAbnormal Psychology course. The goal of such aservice learning component was to help studentsto better understand issues related to mentalillness, empathize with those who struggle, and beprepared to respond compassionately toward suchissues in the future. There were three ways inwhich it was shown that students seemed toaccomplish these objectives. First, A pre-postassessment revealed significant changes instudents' attitudes toward those with psychologicaldisorders (the pre-class mean was 7.13 on a 1-9point scale; the post-class mean was 7.92 on a 1-9point scale; see the attached assessment tool formore information). Second, students rated theservice learning experience as being responsiblefor producing significant changes (i.e., the meanwas 7.89 on a 1-9 point scale; see the attachedassessment device for more information). Finally,qualitative data suggested that students perceivedtheir service experiences as very meaningful (seethe attached examples of general responses


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students had to the experience).Use of Peer Mentors to Aid Students in Lower Level Math Courses excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

A major goal was to improve student success inremedial math courses by weekly meetings with a'peer coach.' Coaches were trained to not onlywork with and monitor course work but to also helptheir student develop better study skills. Coacheswere required to fill out reports for each sessionwhich I reviewed on a weekly basis. Coaches alsomet individually with me during the semester. Passrates of participating students were compared tothe norm for remedial classes.

Podcasting, Streaming Video and Wikis as Instructional Learning Tools excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

• To create a Personalized & Welcoming OnlineLab Climate • Provide Clear Online Lab Expectations • Provide Multimodal Instructional Methods• Encourage Teacher - Student and Student -Student Interaction• Demonstrate Knowledge using Technology toEnhance Learning

Service Learning in the Public Speaking Course excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The major goal for this project was to provide analternative means for students to learn about andimprove their speaking skills. This goal wasaccomplished effectively. Students' reflectionpapers and journals consistently indicated that theywere gaining experience and practice in publicspeaking that they would not have receivedotherwise. Students also were able to connectcourse content with their experience. Their papersand journals referenced concepts that were taughtin the class or read in their text book. Studentswere clearly able to see these connections,perhaps more so than a student who did notchoose the service learning option.


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Besides gaining greater insight into publicspeaking, it was hoped that students wouldactually be better speakers, increasing their skilllevel. This, I believe, was achieved in most cases. After every presentation, students were required tohave their audience fill out an evaluation. Theresults of these evaluations consistently improvedeach time a student gave a presentation. None of76 total evaluations indicated that an audiencemember was dissatisfied with the student'sperformance. Also, when the students gaverequired speeches in class, there was a greaterlevel of improvement in most of the servicelearning students than non-service learningstudents. I attribute this to the fact that most of theservice learning students did significantly morespeeches than non-service learning students, andtherefore, had more opportunity to learn andimprove.

This project had further goals in creatingrelationships with organizations in the community. My students were able to meet significant need inthe community through their service learningproject. Students reported that they felt neededand appreciated. It is hoped that the threeorganizations we worked with felt that their needscould be met in an effective way.

Argonne Experimental Forest Study Project excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Objectives were to experience quality northernhardwoods which were not present in NorthernMinnesota and learn how to manage them. Theobjectives were achieved through examinationsand note taking of various indicator stands.Evaluation was a hands on field marking exerciseapplying newly learned techniques


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Nursing Students Learning Through Service excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Increased knowledge of community healthresources and volunteerism

The Digital Transcription Classroom excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Profincy with which students completed theirassignments. Clarity with which they heard thedictation and the proofreading skills were better.. In the beginning class periods students sharedtheir experience with the new equipment andtechniques and features learned. Students tookahold of this latest technology with enthusiasm. Inaddition to having the foot pedals in theirpossession to use on their time schedule and notjust inclass, they exceeded deadlines anddemonstrated teamwork. In the Advanced classstudents were able to complete 12 more projectsthen they had in past semester and with moreease. They further experienced prioritizing theirschedules to meet the project deadlines.

Innovative method of testing nursing students for ability to perform nursing skills excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Outcomes Evaluation:

1. Improvement of skill performance.

This outcome was met. Because students hadto review their taped skill before it was evaluatedfor grading, they practiced the skill longer andbecame more efficient in the skill before the actualgrading process took place with the instructor. Thestudent also could see how they acted when doingnursing skills. Did they do a good job of explainingthe procedure and did they appear professional intheir skill performance? These questions wereanswered by reviewing the tape. They were allowed to tape the skill again withoutpenalty if they were not satisfied with


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the first performance without losing points. In thelive skill performance, the student shows up for theskill test-out and has to perform it without thatreview and they lose points if it is not a perfectperformance. Students self reported on the evaluation sheet ofthe testing procedure that they wanted to lookefficient on the tape when doing their skills. Toaccomplish this they practiced more and felt theywere more efficient with doing the skill. The students in the test group were being testedon nursing skill one on one live with a nursinginstructor in another nursing class. Because theyhad both experiences they were able to comparethe two methods. Taped skill performance provides a permanentcopy of the nursing skills that the student canreview as needed to refresh their memory. It alsoprovides an unquestionable record of the steps thestudent did or did not perform. Often in the one onone testing, students will argue that they did notleave out a certain step. Reviewing the tape willanswer this question. In the one on one evaluationit is the instructor's word against the student's.

2. Increased availability of scheduling of testing ofskills for students.

This outcome was not met. Because of my busyschedule and the student's busy schedule, thescheduling still revolved around when I wasavailable to review the tape. Because I feel the learning and mastery of theirskills was so improved with the taping process, weare going to try and do taping with two sections ofthis skills class and add more


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instructors and cameras to increase flexibility ofscheduling the camera use and the review of skillstaped with instructors. The process will beevaluated by students and instructors at the end ofthis semester.

3. Testing experience related to a real workenvironment. This outcome was met with improvement andfurther work needed to continue to develop morecase studies and simulations situations in which totest student skill application and mastery. The student reported on the evaluation form thatpatient situations help in learning and in retaininglearning because they can attach their learning to areal work situation. They also reported that casestudies help the student better understand thereason for the skill and order of skill steps. I plan to continue to develop further case studiesand also simulation situations to better preparestudents to take care of real patients safely. I alsoplan to use our new simulation mannequins fortest-outs in the future. The mannequins havepulses and respirations and can speak to thestudents.

Ceramic Workshop -Throw a thon- for Empty Bowl excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1. Yes, students worked with the community in anartistic and creative way, they became theteachers. 2. As the students helped the communitythey became the facilitator of artistic information. 3.Smiles on participant's faces and the finishedbowls. The community was successful because ofthe student's informed and gracious help.


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Development of digital technology to facilitate the assessment of speech performance excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The goal was to improve the students ability tounderstand instructor comments regarding theirspeech and also make it so their was a strongerlink between the actual comments and the speechperformance itself. This was achieved by digitallyrecording each of the students speeches, and thenadding a commentary track that would accomanytheir viewing of the speech. Evaluation wasreceived by having the students write a paperdescribing their conception of the usefullness ofthis technique. All comments received were veryfavorable to the process with a strong sense thatthe student left with a better understanding of theinstructors comments.



Problem-Based Learning Strategies in the Equine Science Classroom excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Students learned similar material to what they hadin the past, but it is thought that retention will behigher. This is due to the fact that much of thematerial was researched and presented by thestudent rather than lectured about in theclassroom.

Engineering Pathways – A hands on Design/Build experience for high school Computer Aided Drafting excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Helping the students in their school/lab learn theCAD software to create projects created a positivelearning environment.

LibData excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The librarians and the instructors wanted studentsto use better resources for doing theirassignments. We worked with instructors toprovide resources approved by the instructors andgeared toward their assignments. Our


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faculty surveys indicated that the quality of workturned in by students was much better whenstudents were given LibData pages with resourcesand searching strategies to use than whenstudents had less guidance.



Learning Circle excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

My goal was to provide 24/7 access for mystudents to their grade in my class. By having thegradebook on D2L the students were able to do so. My students were required in my class to print acopy of their D2L grades and complete a surveycreated by myself. The survey showed me that thestudents overall were very satisfied with theavailability of their grades on-line.

Development and Implementation of Online Course – General Social Problems excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

I utilized two anonymous D2L surveys to obtainstudent feedback specific to their experience intaking this online course. Overall, student feedbackwas positive and the following student remarks areconsistent with the overall student feedback, "Ireally enjoyed the course and I thought that you didwell for an on-line course." and "I really enjoyed theonline environment. It gives people the comfort ofexpressing their opinion who may not normally doso in class." When presented with the options ofstrongly disagree, disagree, neutral, agree, andstrongly agree students responded to the question"The course met my expectations" as follows: 1disagree, 1 neutral, 22 agree, and 12 stronglyagree. Similarly, Students responded to thequestion "I would recommend this course toothers" as follows: 1 strongly disagree, 1


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disagree, 1 neutral, 15 agree, and 18 stronglyagree. Lastly, on a scale of 1 (poor) to 5 (excellent)students when asked "How would you rate thiscourse" responded as follows: 3 rated the course a3, 14 rated the course a 4, and 19 rated the coursea 5. I feel the student reponses specific to theirexperiences with the course are a solid indicator ofcourse value.

Writing Center excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1. Goal—research other on-line writing centersand develop a list of topics/links to my classes. 2. Instead of links to QuickStart, links were created tothe Purdue University Owl and students were givenspecific topics to research: "Quotations," "Punctuation with quotations," "paraphrasing,""plagiarizing," as well as review topics, such as"Topic Sentences," "Thesis," "Transitions," and"Introductions." These pages had betterinformation that the links under QuickStart'sassignment calculator. The link for "Outlines" wasset-up for all students to use as a handout to learnhow to construct an outline:http://owl.english.purdue.edu/handouts/general/gl_outlin.html Students completed the assignment butdid not seem to use the site after that oneexperience. Part of the problem with that OWL isthat students have to know the term they wish toresearch before they can find anything. Also,when searching the term, students get so manychoices that it is easy to get lost. 3. Evaluationconsisted of reading the summaries studentssubmitted on the discussion board. Only fourstudents did not complete the assignment. Of the43 completed, two received 8 points and the restreceived 10. The students were able to negotiatethe site, find the information, and summarize thedetails accurately in a way that was helpful to otherstudents.


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With other English instructors, I increasedawareness that good writing is essential in alldisciplines. We increased students' access towriting support. We improved student writing skills.


1. To provide students assistence with writing.2. I conferenced with students in the writing center. 3.Students were extremely coachable. Theywanted to learn, not just have someone fix theirmistakes. As a result, conferences often lasted 30minutes as students learned one or more newskills and applied them to their work. Our survey results support my experiencestutoring: 70 percent were "very satisfied" and 24percent were "somewhat satisfied" with the tutoringthey received. One student wrote: "I'm sure mygrades were at least one grade point higher."



Writing Center excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

We increased awareness that good writing isessential in all disciplines.We increased students' access to writing support.We improved student writing skills.

Development of Online Version of College Composition 1: Eng121 excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Three areas of learning saw more success in thepilot testing of online components than in previouscourses with no online component: application ofwriting techniques demonstrated in requiredreadings and giving and receiving


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peer critiques of drafts. 1. Writing techniquespresented in the readings were demonstrated inthe student papers more often than in previousclasses with no online component. Students weretested on readings about how to write specifictypes of papers. The quizzes replaced the onsiteclass discussions that did not include quizzes. Anexample is more use of sentence variety. 2.Students demonstrated higher comprehension ofthe readings by applying these techniques.(Improving reading skills is a course outcome.) 3.Students offered astute, specific, and practicalfeedback during online peer reviews. Instead ofmeeting onsite to critique classmates' papers,students posted and critiqued drafts online.Success of onsite groups is dependent on whetheror not students are willing to offer constructivefeedback when meeting face-to-face. Whensurveyed at the end of the term, students reportedthat the online critiques consistently gave themideas for improving their papers. Each student whoposted a paper received constructive feedback; itwas not dependent on whether of not peer groupmembers were comfortable at or willing to givefeedback.

excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Goal: Experience a higher level of retention of thedocumentation process at Abbott NorthwesternHospital (ANH).How was goal achieved: Students attendedclinical every Tuesday and Wednesday for 8consecutive weeks. They were assigned 2-3 highacuity patients every day. Students reviewedreports, orders, and notes prior to and duringcares. They also documented medicationsadministered, cares provided and patientassessments. They contacted other members ofthe health care team, physician,


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social worker, PT, OT, dietitian, pharmacist, etc.regarding their patient progress and providedappropriate documentation.Evaluation techniques used: 1) Daily attendanceat discharge rounds. Students gave verbal reportsto staff nurses, dietitian, clergy, case manager and assistant unit director. Staff reported to me thatthey felt the Spring 2007 students were moreinvolved with their patients daily cares. They hadaccessed more of the lab findings and health careteam reports and therefore could present a morecomplete picture of the cares their patients werereceiving and what was anticipated upondischarge. 2) Patient Survey. While patients ofthe Fall 2006 students appreciated the work thestudents performed, the Spring 2007 patients weremore verbal regarding the students. In summarythey stated students cares were excellent, they feltcomfortable and confident in the cares beingdelivered, and frequently requested that thestudent be assigned to care for them the nextclinical day. 3) Journal entries. Students providedfour journal entries for the semester. They wereasked to describe how the days activities helpedthem more clearly formulate the role of the RN. The Fall 2006 students seemed to list tasks suchas transcribing orders, drawing blood from acentral line and administering heparin as acontinuous drip. Spring 2007 students wrote aboutwhat a pivotal position the RN has on the healthcare team. How the RN needs to be an advocatefor the patient, how they need to pull together thedata from all team members, and that the tasksperformed were such a minimal part of the role. 4)Student survey. Fall 2006 students felt they hadgrown as a person and as a nurse. They felt theunit


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was an excellent site for clinical. Staff were opento students and enjoyed teaching. Spring 2007students stated they felt they had finally had theopportunity to "put it all together". They were giventhe opportunity to utilize the documentation theyreviewed or wrote. All students were able toaccess protocols and implement them. 5) dailychart review. The student charge and instructoraccessed the records of patients being cared for bystudents. Fall 2006 students had difficulty meetingtimelines for documentation. They were remindedby the student charge and instructor of areas thatwere incomplete. They'd frequently state that theyforgot the need to complete a certain section, orthat they felt that the documentation process wasto cumbersome and time consuming. Spring 2007student documentation was more timely, and morein depth. Students questioned items requested orneeded on the documentation forms. Staff statedthey kept them "on their toes" by asking thequestion "Why?".

Finding Success in Technology excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Survey and personal engagement showed moreinterest than we expected. The knowledge of thesecareer opportunities and what skills they needincreased significantly because of their interest.This was evident to us personally and in thesurvey.

Teaching Circles- Spring, 2007-Ridgewater College-Willmar, Minnesota excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1. I wanted to set up a process whereby my onlinestudents could conduct their surveys online insteadof using the paper and pencil method. 2. I selecteda survey tool, SurveyShare, that will providestudents the ability to easily conduct their surveysonline. 3. I conducted a pilot survey to an onlineclass,


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and the analysis of the data was better than I eventhought it would be.

Course online excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

I have not taught the course online yet however, Ibelieve the materials that we will use over the spanof the course can be utilized by the student longafter the course is completed.

Development of an ONLINE version of ITEC 1250: Windows OS excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Student will be given tests to assess the learning ofthe Online course objectives, and surveys aboutthe presentation, materials used, and overallsatisfaction of the Online course.

Finding Success in Technology excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Survey and personal engagement showed moreinterest than we expected. The knowledge of thesecareer opportunities and what skills they needincreased significantly because of their interest.This was evident to us personally and in thesurvey.

Clinical Documentation Pilot Project excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Goal: Experience a higher level of retention of thedocumentation process at Abbott NorthwesternHospital (ANH)How was goal achieved: Students attendedclinical every Tuesday and Wednesday for eightconsecutive weeks. They were assigned 2-3 highacuity patients every day. Students reviewedreports, orders and notes prior to and during cares. They also documented medications administered,cares provided and patient assessments. Theycontacted other members of the health care team,physician, social worker, PT, OT, dietitian,pharmacist, etc. regarding patient progress andprovided appropriate documentation.Evaluation techniques used: 1) Daily attendanceat discharge rounds. Students gave verbal reportsto staff nurses, dietitian, clergy,


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case manager and assistant unit director. 2) Patient Survey 3)Journal entries 4) Student survey 5) daily chartreview.

Goal: Experience fewer computerized errors inrelation to medication administration anddocumentationHow was goal achieved: Students were morecomfortable with accessing all aspects of thepatient's medical record. They independentlywould seek out the clinical pharmacist and trackdown why a medication was ordered and usualdosage if this was not present in the micromedex. On three separate occasions the studentsidentified a medication error corresponding to aninitiated protocol. The staff were very pleased theerror was identified as it could have long rangenegative effects on the patient and the pharmacistasked if she could adopt the student. Whilemedication errors have been identified by studentsin the past, what made this different is that thestudent had to navigate through four different sitesfollowing the protocol to reach the conclusion andcheck the dosage she would be giving (which theprevious shift failed to do and gave an incorrectdose). Evaluation techniques used: 1) A record was keptof medication errors during Fall 2006 and Spring2007. The number went from 48 down to 36. These were errors which were identified by theinstructor and stopped prior to administration. Most were removal of a wrong dose or attemptingto deliver a dose at the wrong time. No errors aretolerated. Documentation errors went from 32 to 6. Most of these were students not documenting themedication administration in the room as isrequired. They would then forget and if it is


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not documented it is considered not given. Allerrors were remedied prior to end of shift.

Goal: Experience a higher level of understandingof health processes of patients on the RenalMedical Surgical/Dialysis Unit at ANH.How was goal achieved: Students spent moretime with their patients. They knew more about thepast medical history, current labs and care goalsas they spent time accessing the medical record.Evaluation techniques used: 1) Studentparticipation in Discharge Rounds. While studentshave always been required to attend andparticipate in discharge rounds the 2007 studentssupplied more information, were able to answercomplex questions posed by those present, andwere able to suggest referrals necessary for theirpatients. Feedback from co-assigned staff andDischarge Round members suggested a moreholistic approach from the 2007 students.

Goal: Experience less time documenting thancurrent students with documentation morecomplete.How was goal achieved: Students spentapproximately the same time documenting as theFall 2006 students had, however thedocumentation was more complete. They enteredprotocols for transfusions, heparin, magnesium,potassium and discharge. Co-assigned staff feltcomfortable with their abilities and while theydouble checked the documentation they reportedfew problems.Evaluation techniques used: 1) Observation byinstructor. 2) Feedback from staff.


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A CONCEPTUAL LOOK AT REALITY BASED TRAINING IN PRE SERVICE LAW ENFORCEMENT TRAINING excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

A goal was to have less than 20% of the selectedstudents have to be remediated for poorpreformance. All students recieved satisfactory orbetter on the final RBT evaluation exercise. Theselected students were given a four hour block ofinstruction with specific techniques to program adesired outcome when tested later in the final RBTexercise. The evaluator in the final RBT exercisedid not know who the selected students were nordid the project leaders know the specific scenariosthat would be used in the final RBT exercise. Inaddition the scenarios used in the past(in the finalRBT exercise) were NOT used in the four hourtraining so the skills learned by the students wereshown to be transferable to all scenarios not anarrow field.

White Earth Indian Reservation excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

5. To implement the use of the Vita Simssimulation for learning opportunities that have

been purchased with grant money. • One Vita Sim was purchased with money fromthe $98,000 grant, and 2 more are being funded bya grant from Dakota Medical Foundation. Simulation case studies will also be purchased tohelp in the implementation of Simulation in the laband classroom setting. • Evaluation: Implementation of simulation in thelab settings in the summer and fall of 2007. Implementation will be in the Health Assessmentcourse this summer and in the Nursing Skills Icourse in the fall.

Ryegrass Production Guide excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Small group setting was very effective in student tostudent and student to instructor interaction. Thissmall group method was more time consumingthan online delivery. However,


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student interaction was excellent. These studentswere engaged in the project and provided much ofthe first-hand experience and information that wasincluded in the Ryegrass Production Guide.

Nursing Specialization in Elder and Chronic Care excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The learning was evaluated with a written studentsurvey at the end of the course. Studentsindicated their learning expectations were not onlymet but exceeded.

Serve and Learn: Language, Culture and Community Enrichment excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

My goal was to provide exposure to and practiceusing authentic language in settings outside theclassroom in an effort to increase students'language skills in speaking and listening and/orreading. In mid-term and end-of-term surveys,students reported that their comfort level with usingAmerican English outside of the classroom hadincreased. Students showed more enthusiasm fordoing class assignments which could becompleted at the sites.

Creating a Significant Learning Environment in Physiology Lecture Sections excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

(1) Increase active participation on the part ofstudents in the learning process. (2) Activites weredeveloped to be used during and outside of classtime. (3) Exams scores improved compared toprevious semesters, and there was positivestudent feedback.

The Best of Both Worlds excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Students all successfullly passed the courses aswell as demonstrated learning through discussion,papers, and projects.

Tutoring in Elementary Schools through America Counts program. excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

One of the purposes for the tutoring was to get thestudents into classrooms to help them decide iftheir chosen career should be teaching. Accordingto their journals, they are still sure


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that this is the career for them and some haveadded grade levels they prefer. An added bonusthat was not an original goal was seeing the mathtopics we were covering in the classrooms. Also, helping someone else understand a conceptis one of the best ways to make sure you have itclear in your own mind. The students commentedon this more than once.

New Ideas and Discussion: Normandale Colloquium Series excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

All attendees were given a brief survey to completeand return at the end of each colloquium. Pleasesee appendix #2 for student self-reported surveyresults.

Service Learning in Human Communication excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The primary goal of this project was to provideopportunity for students to apply course conceptsfrom a variety of areas to real life situations.

This was achieved by grouping students accordingto their service learning interests early in thesemester and remained in these "core groups"throughout the term. By doing this, students wereable to easily identify the stages of groupdevelopment. Also because of the relationshipsstudents developed with their group membersthere were genuine opportunities to learn andabout conflict and practice conflict resolutionstrategies. By placing students with similarinterests together they were able to work togetherat their service learning sites, encourage andchallenge each other both in the classroom and inthe community.

Throughout the semester a variety of evaluationtechniques were used to assess student learning. Techniques included individual and group writtenfeedback and assignments,


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teacher-student interactions, and formal-end of thesemester service learning and course evaluations,and group presentations.

Assist with and Promote FYI, Learning Communities, and Paired Courses II excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Even though the enrollments from Fall to Springdropped from 134 to 62, not including the ESOLcourses, the enrollments for paired classes andlearning communities did in fact increase from 26to 62 students when comparing spring semester tospring semester, which is a more accuratemeasure. This project was very effective in helpingget students registered into the FYE courses. Asthe project continues through the next semester, itwill be useful to compare the numbers from Fall '06and Fall '07 for a more accurate reporting ofenrollment patterns. At that time we will have twofull years of data to track, which will be more usefulin determining trends in registration. previoussemester. Data shows that students whoparticipate in the paired courses and learningcommunities show increased academic success.

Use of Peer Mentors to Aid Students in Lower Level Math Courses excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

A major goal was to improve student success inremedial math courses by weekly meetings with a'peer coach.' Coaches were trained to not onlywork with and monitor course work but to also helptheir student develop better study skills. Coachesalso met individually with Don during the semester.Pass rates of participating students werecompared to the norm for remedial classes.

Critical Thinking Advocates excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1) Goals/objectives: To aid instructors in improvingstudent learning by helping them (A) understandthe college's General Education Core Competencyof Critical Thinking and (B) design, use and refineeffective assessment


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strategies.

2) How the goals/objectives were achieved: Duringthe training attendees were provided copies ofMCTC's revised Critical Thinking Competencylanguage, as well as with other models andexamples of definitions of critical thinking (CT).They were then asked to present how they defineCT in their own classrooms and to offer sampleactivities they conducted with students that involveCT. Next they were presented with models ofassignments and assessments (with rubrics) ofsample CT tasks. Finally, they were asked todevelop and present one refined assignment andrubric for the group to review.

3) Evaluation techniques (see attached): AllAdvocates were required to complete (a) anevaluation of the training and (b) a report on howthey would apply their own learning in theclassroom to help students learn. Selectedcomments from these forms follow:

Question: What did you learn?

"I learned the importance of asking students tobecome more aware of their own thinking anddecision-making processes. In addition to beinggood learners, we want them to be good thinkersand problem solvers."

"The effectiveness of peer interaction andrelationships in promoting critical thinkingawareness and utilization."

"Proficiency in the English language is not aprerequisite for critical thinking. All of us are usingcritical thinking all the time, without


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realizing it."

"I learned how to design a rubric to help assesscritical thinking skills used by students."

". . . the necessity to ask why an opinion is put forthto establish/validate prior experience as valuable"

Question: What will you do as a result of training?

"I would also like to incorporate some of the criticalthinking objectives and vocabulary to our syllabusin the culinary arts department." "Create consistency with relationship toexpectations vs. performance between the differentlevels of proficiency."

Question: What aspects of this session were mostbeneficial?

"Ways to incorporate critical thinking exercises intoclassroom."

Development of Polysomnographic Technology Laboratory and Clinical Courses excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

New state-of-the-art lab facilities on campus andthe recruitment of committed, high-quality clinicalsites enhanced student learning.

Faculty Development Sessions on Critical Thinking excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1) Goals/objectives: To aid instructors in improvingstudent learning by receiving training from peers in(A) understanding the college's General EducationCore Competency of Critical Thinking and (B)designing, using and refining effective assessmentstrategies.

2) How the goals/objectives were achieved:


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Attendees learned strategies for improving studentlearning from the ten facilitators, who had workedwith the Critical Thinking Caucus, AssessmentCo-Coordinators, the Active Learning Advocateand the Faculty Development Committee toimprove their own understanding of studentlearning and to plan and implement FacultyDevelopment sessions, which were to focus on theCritical Thinking and/or assessment.

3) Evaluation techniques (see attached): Allfacilitators were required to complete a report afterrunning their session(s). Additionally some hadattendees at their sessions complete an evaluationform. Selected comments from these forms follow:

"We wanted to model some of the goals of the[Core General Education Competency of] criticalthinking."

"[The goal was to help attendees] gain clarity onwhat critical thinking is and how it manifestsdifferently in various disciplines, programs andcourses."

"I addressed evaluating sources found through the[student] research process."

Beyond the Blackboard: Collaborating to Create and Implement Magnetic Tools for Hands-On Learning excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Instructors in the project reported very positiveresults from use of the magnetic tools. Studentslearned the content in the lessons, most often at ahigher level than students in previous classeslearning the same content. In addition, whenstudents were asked on surveys after the activitiesabout what helped them learn the material, thestudents frequently ranked the magnets as numberone or two, over written


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exercises, teacher explanations, reading thematerial, working on their own, etc.

Collaborative Booklet Publication excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Students interacted with actual customers with reallife expectations of a quality product. In addition tovaluable experience in dealing with customerservice, this project allowed my students toperform operations involving the complete printingprocess from start to finish. Principles of teamworkwere involved to a very high level as everyoneworked to meet goals in terms of quality as well asa time deadline.

Service Learning in the Small Group Communication Course excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

One major purpose of this project was to givestudent the opportunity to practice the small groupskills and theories they were learning in the course. I was very happy with how much this projectallowed students to do this. Since the projectencompassed over 2/3 of the semester, studentswere able to spend a significant amount of timeworking in a group on a real life situation. Thenature of this project required groups to learn howto brainstorm, establish decision making criteria,make decisions, solve problems, resolve conflicts,communicate effectively and learn presentationalskills. All of these concepts were learned about inreadings and class lectures. With the practicalapplication of a service learning group project,these theories were put to a test.

It isn't enough to just give students the opportunityto practice the skills of group communication,though. My second goal was to help students toanalyze the effectiveness of their groupcommunication through this process. Along theway, groups were required to write


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several papers in which they analyzed theirdecision making, problem solving, conflictmanagement, group roles, leadership, etc. Students individually also analyzed themselves asa group member. These assignments were welldone, overall. By providing examples anddiscussing with groups their process, they wereable to analyze and reflect upon their servicelearning project and the group process they usedto complete it.

Overall, this project was extremely successful. Notonly did students really enjoy the opportunity tocreate and perform meaningful service projects asa group, but it was clear that student and courseoutcomes were also met.

Embedded Critial Thinking Assessments 1 excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1) Goals/objectives: To collect accurate data onstudent mastery of the college's General EducationCore Competency of Critical Thinking.

2) How the goals/objectives were achieved: Participating instructors made direct assessmentsof student mastery of Critical Thinking by selectinga course and giving students in that course anassignment involving one or more Critical Thinkingskill(s), an assignment which included a rubric thatplaced student performance into one of threelevels for the selected critical thinking skill(s): below college level, college level, and superior.Please note that the determination of all facets ofthis project was left up to individual instructors, asthe experts in their fields with the most knowledgeto make such decisions: how to define criticalthinking, which skills were to be involved, how todescribe the three levels of the skills, and how toevaluate student performances.


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3) Evaluation techniques (see attached): 77.6% ofstudent performances evaluated were scored atcollege level or higher. Additionally, afteradministering their assessments, all participatinginstructors were required to complete a report thatincluded an analysis of the results on studentlearning. Selected comments from these formsfollow:

"Each of these questions required students toapply classroom concepts rather than repeatmemorized information."

"The assessment process made me realize thatstudents achieve higher scores with essay ratherthan multiple choice questions."

"I had difficulty determining what constituted'College Level' for some of the critical thinkingskills."

" . . . the college level student will examinesolutions outside her or his immediate foundationof data, knowledge, information and skills andapply that information to make a stable sculpture."

"Most of my students were used to viewingmathematical formulas essentially as substitutes(and not as tools) for critical thinking. "

"Participating in this process did make me moreaware of how I described the critical thinkingaspects of other assignments and exam questions. I was more aware of questions that were more'fact-checking' versus those that engaged criticalthinking aspects."


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"[I had] hopes that students could take the lessonslearned and continue to apply those remaininglearned theories, and interactions, in a moresystematic manner to all of their creative efforts inboth this and other courses."

"In the past, students always have been required toanswer the 'why' questions rather than the 'what is,'but this time I actually assessed them on theanswers rather than doing it as an in-class oralcritique. Next time I will add the assessment to allcritiques."

"I chose to delineate four types of critical thinking –creating questions, seeing relationships betweenideas, using multiple perspectives and applyingprinciples."

"1) the revised rubric provided more clarity; 2) skillsimproved as knowledge of the material deepenedduring the course of the semester and 3) repeatedattempts at similar assignments gave studentsample opportunity to improve their skills."

"Critical thinking skills are the key to the best jobsin most manufacturing situation. This is particularlytrue in businesses of small to moderate size in thegeneral woodworking field. In these situations the'lead' or project manager is asked to continuallyapply critical thinking skills to solve issues ofdesign, technique, quality, productivity, andlogistics. These lead jobs offer the best pay andbenefits, and offer the most personal and creativefreedom."

"We wanted to establish a baseline of a student'sgeneral aptitude for the craft and allow us to tracktheir capacity to learn the skills


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necessary in the current job market."

"Critical thinking is central to our efforts to help ourstudents succeed both in their personal andprofessional lives. It is often said that 'design isproblem solving'."

"The critical thinking that I expected the students todemonstrate was [to] use the general knowledgethey had about this boiler and systematically [to]solve the problems I had described on the writtenexam and lab assessment test."

"Building on three semesters of study, students [inthis course] utilize requisite foundationalknowledge and information gathering skills to makeassessments and determine the best course ofaction in the provision of patient care and technicalservices."

"I am most concerned about Englishcommunication abilities, which are necessary notonly for illustrating critical thinking abilities but alsofor providing effective patient care."

"In science courses, many students are trained tomemorize rather than use higher-level cognitiveskills, and this results in low retention of material. Iteach the subsequent course . . . where it isevident that students are not retaining knowledge .. . and many concepts need to be re-taught."

Embedded Critial Thinking Assessments 2 excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1) Goals/objectives: To collect accurate data onstudent mastery of the college's General EducationCore Competency of Critical Thinking. 2) How thegoals/objectives were achieved: Participatinginstructors made direct


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assessments of student mastery of CriticalThinking by selecting a course and giving studentsin that course an assignment involving one or moreCritical Thinking skill(s), an assignment whichincluded a rubric that placed student performanceinto one of three levels for the selected criticalthinking skill(s): below college level, college level,and superior. Please note that the determination ofall facets of this project was left up to individualinstructors, as the experts in their fields with themost knowledge to make such decisions: how todefine critical thinking, which skills were to beinvolved, how to describe the three levels of theskills, and how to evaluate student performances.3) Evaluation techniques (see attached): 77.6% ofstudent performances evaluated were scored atcollege level or higher. Additionally, afteradministering their assessments, all participatinginstructors were required to complete a report thatincluded an analysis of the results on studentlearning. Selected comments from these formsfollow: "Each of these questions required studentsto apply classroom concepts rather than repeatmemorized information." "The assessment processmade me realize that students achieve higherscores with essay rather than multiple choicequestions." "I had difficulty determining whatconstituted 'College Level' for some of the criticalthinking skills." " . . . the college level student willexamine solutions outside her or his immediatefoundation of data, knowledge, information andskills and apply that information to make a stablesculpture." "Most of my students were used toviewing mathematical formulas essentially assubstitutes (and not as tools) for critical thinking. ""Participating in this process did make me moreaware of how I


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described the critical thinking aspects of otherassignments and exam questions. I was moreaware of questions that were more 'fact-checking'versus those that engaged critical thinkingaspects." "[I had] hopes that students could takethe lessons learned and continue to apply thoseremaining learned theories, and interactions, in amore systematic manner to all of their creativeefforts in both this and other courses." "In the past,students always have been required to answer the'why' questions rather than the 'what is,' but thistime I actually assessed them on the answersrather than doing it as an in-class oral critique.Next time I will add the assessment to allcritiques." "I chose to delineate four types of criticalthinking – creating questions, seeing relationshipsbetween ideas, using multiple perspectives andapplying principles." "1) the revised rubric providedmore clarity; 2) skills improved as knowledge of thematerial deepened during the course of thesemester and 3) repeated attempts at similarassignments gave students ample opportunity toimprove their skills." "Critical thinking skills are thekey to the best jobs in most manufacturingsituation. This is particularly true in businesses ofsmall to moderate size in the general woodworkingfield. In these situations the 'lead' or projectmanager is asked to continually apply criticalthinking skills to solve issues of design, technique,quality, productivity, and logistics. These lead jobsoffer the best pay and benefits, and offer the mostpersonal and creative freedom." "We wanted toestablish a baseline of a student's general aptitudefor the craft and allow us to track their capacity tolearn the skills necessary in the current jobmarket." "Critical thinking is central to our efforts tohelp our students succeed both in their personaland


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professional lives. It is often said that 'design isproblem solving'." "The critical thinking that Iexpected the students to demonstrate was [to] usethe general knowledge they had about this boilerand systematically [to] solve the problems I haddescribed on the written exam and lab assessmenttest." "Building on three semesters of study,students [in this course] utilize requisitefoundational knowledge and information gatheringskills to make assessments and determine the bestcourse of action in the provision of patient care andtechnical services." "I am most concerned aboutEnglish communication abilities, which arenecessary not only for illustrating critical thinkingabilities but also for providing effective patientcare." "In science courses, many students aretrained to memorize rather than use higher-levelcognitive skills, and this results in low retention ofmaterial. I teach the subsequent course . . . whereit is evident that students are not retainingknowledge . . . and many concepts need to bere-taught."


We increased awareness that good writing isessential in all disciplines. We increased students'access to writing support. We improved studentwriting skills

LibData excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The librarians and the instructors wanted studentsto use better resources for doing theirassignments. We worked with instructors toprovide resources approved by the instructors andgeared toward their assignments. Our facultysurveys indicated that the quality of work turned inby students was much better when students weregiven LibData pages with resources and searchingstrategies to use


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than when students had less guidance.MSCTC - Post Secondary Student Handbook excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Outcomes of this project included; recruitment ofPSEO students to our college, retention of thoserecruited, successful completion of the course orprogram the PSEO student was enrolled in, havingPSEO students who were informed andknowledgable regarding PSEO, providingassistance to high school counselors regardingPSEO admission, and continued recruitement ofPSEO students. The goals and objectives weremet! We were able to maintain our current ratesand PSEO admission and highly positivecomments from the surveys were obtained. Enrollment records of PSEO students wereevaluated for retention, satisfactory progress, andcontinued enrollment in either PSEO or regularcollege admission.

Industry Engineering Projects: ICC Engineering Partners with Local Industry on Projects excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1) The main focus and objective of this project wasto provide engineering students with real worldexperience on engineering projects beyond the"internal" projects that are mostly based upon ourown experience and creativity and have no furtherapplication beyond the classroom.

2) The real world experience on engineeringprojects was provided via the Bovine Uterus pHProbe and the Cattle Chute projects for Dr. CliffLamb at the University of Minnesota North CentralExperimental Station.

3) The students all gained an appreciation for theengineering design process, the value of it, andsome of the challenges in utilizing it, especiallyunderstanding the needs of the customer andcommunication with the customer.


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Reflection in the Classroom Teaching Circle (Spring 2006) excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

In general, reflection activities require students tothink back on experiences, past learning, orexisting knowledge and to tie that into newconcepts or strategies to make conclusions orlearn more thoroughly. Overall, the members ofthis teaching circle agreed that reflection is acrucial part of learning, knowledge-building, andcritical thinking.

The Good, the Bad, and the Ugly Teaching Circle (Spring 2006) excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?Service Learning in Nursing excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Increased knowledge of community healthresources and volunteerism.

Food & Beverage Cost Control Service Learning Project excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

I. Goals & objectives:

1. Design a food service kiosk for NormandaleCommunity College campus. This outlet will belocated near the Dean of Student's office and willfeature packaged product and self-serve beverage. This outlet, known as "Grab and Go", will replacethe existing vending machines.

2. Organize, set-up, serve, and clean-up twocollege functions; Hospitality Department WineTasting fund-raiser event and the Dean ofStudent's Etiquette dinner.

3. Inventory kitchen inventory of service dishes.

4. Deep clean cafeteria dining room, meetingrooms, and kitchen.

II. Goals & objectives achieved:


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1. Kiosk: In Janruary, our class met with JoePoell, OSL Director, to learn about the scope of theGrab and Go project. Students were divided intoeight groups - each group being assigned aspecific area of the project to research, fact find,design a concept that was feasible, and make aproposal for their portion of the project. These areas included POS system, signage, cold foodmenu, etc. We then put together a final proposalthat included all eight areas of the project.

2. Service: Students participated in severalservice opportunities throughout the semister. They were asked to set-up, serve food andbeverage, and then help clean-up after the event.

3. Inventory: One evening was set aside toinventory all of the small wares equipment that thekitchen owns. A database of these inventories wasestablished.

4. Clean: On two evenings, students gathered inthe college cafeteria to deep clean the meetingrooms. This activity included cleaning windows,dusting ledges and woodwork, polishing furniture,cleaning chair coverings for soiled spots, andcleaning writing boards.

III. Evaluation techniques:

1. Kiosk: Each student was evaluated with thisproject based on their participation in the groupresearch and group meetings, the submission oftheir written materials, attendance at UpShowtrade show for review of vendors, creativity indesign, and ability to explain their findings.


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2. Service: Students were evaluated based ontheir attendance and performance at each event. Students were expected to be proactive inparticipation, stay until the job was finished, andthoroughly handle the details of their assignments. How each student performed in these three areaswas the basis of their evaluation.

3. Inventory: Students were evaluated onattendance for the inventory project, thoroughnessin counting, and detail of their report.

4. Clean: Students were evaluated based on theirattendance for the cleaning session, the attentionto detail, and completeness of the job whichincluded putting all supplies back in place.

Conversion of traditional face-to-face English 1022 course to an online offering excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

While the majority of students met my expectationsas they are held in a face-to-face course, a numberof them far exceeded the standards of the course,not only meeting the standards of critical thinkingand writing, research and citation, andargumentative wriitng, but also clearly developingtechnical skills and leadership skills.

Study Abroad Clinical Experience excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1. Our goals and objectives include patienthandling techniques such as: instruction ofexercise programs, balance drills, transfers, ROM,goniometry, gait assessment, soft tissuemobilization, neuromuscular reeducation and otherpatient care techniques. Students initiated patientcare under the supervision of the physicaltherapist. Another goal was to communicate withother healthcare practioners, patients, and toeducate families on home


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exercise programs and treatment plans.

2. The goals were achieved through the dailyinteractions with the patients. Students treatedpatients of all ages in the hospital, malnutritioncenter, and Escuela Especial. The studentsworked under the supervision of the instructorsfrom ARCC and the therapists from Guatemala.

3. Students were monitored and instantlyevaluated on physical therapy techniques whileworking with patients in the variety of settingsmentioned earlier. Students were evaluatedthrough instructor observation of patient handlingtechniques and student self reporting. * pleasesee patient evaluation forms *

Advising Model excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The advising model/process worked wonderfully aswe adopted it's precepts. In working together tothis end, the process allowed us to be morecohesive with our students and evencomplimentary with them in the event they didn'tfeel "our" program benefitted them to the fullest.

Case Studies excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?First Year Experience/Paired Courses/Learning Communities excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Goal--Students in learning communities will earnhigher grades in Reading 90 than students notenrolled in a Learning Community. This goal wasachieved by intensive student teacher interactionand increased student participation. 28% ofstudents in a Learning Community earned A's inReading 90. Only 14% of students earned A's inReading 90 if they were not enrolled in a LearningCommunity. Prior local and national research hasshown that


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studente who earn A's and B's in developmentalReading have a much higher chance of success incollege level courses. Our data was collectedthrough the office of Institutional Research. This isjust one example of many indicating increasedstudent learning through the LearningCommunities.

Associate of Science Degree excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Some students have registered at SMSU and willbe beginning their Bachelors Degree program thisfall.

D2L Bootcamp excStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

This area was a strength in the boot camp, withon-going support & feedback

Using Student Focus Groups to Improve Student Engagement, Retention, and Learning metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The major goal of the project was to identify factorsthat influence student learning and to generate andshare recommendations about strategies that canimprove student learning. Students provided agreat deal of information about specific servicesand instructional practices that influence theirlearning and these were incorporated into writtenreports, oral presentations, and recommendations. This information was presented to college staff andgenerated very positive reactions, includingquantitative survey responses.

Completion of ten BUSO Course Assessments metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?Greenhouse metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

My goal was to strengthen the agronomy skills ofmy students. This goal was achieved by raisingcrops in the greenhouse and providing studentswith the opportunity to study plan taxonomy.


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Students were then assessed of their skills byusing the plants on exams.

The Audio-Enhanced Classroom metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Yes, students reported satisfaction with the audioaddition to their online course. Results appear inthe survey below.

The Learning Garden metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

*Become an academically based land-laboratoryfor use by students and faculty.*Establish collections of living plants and maintaina comprehensive plant records system.*Provide areas for the construction and display ofstudent-designed, creative landscapes, small scaleconstruction installations, and works of art. *Develop areas and programs for public educationon plants, landscape practices and environmentalissues. *Demonstrate sound and effective landstewardship in a heavily populated urban area. *Enhance the campus landscape and provideareas for passive recreation. *Demonstrate how constructed landscapes reflectour highly pluralistic society and at the same timeeducate about the diversity of our landscapes.

Restorative Expanded Functions Course metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The Restorative Expanded Functions course washeld in the Spring semester of 2006. The goal oftraining students was met. Six registered dentalassistants and four registered dental hygienistswere trained and are now registered with the MNBoard of Dentistry.

Project CAD to CAM metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?


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Critical Communication Skills for Dental Hygiene Students metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The students demonstrated an increasedawareness and skill level during their secondcommunication video. Not only did the scores ontheir rubrics improve, but they expressed a betterunderstanding of the need for effectivecommunication.

Curriculum Re-Design-Performance-Based Learning/Cutting Edge for Nursing Education metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Theory components of segment 4 of the nursingcurriculum completed and presented using CaseStudy, Simulation/Debriefing, Service Learning,and online teaching/learning techniques. UsedAssessment Technologies Institute (ATI)comprehensive assessments to evaluate studentlearning across segment 4 of the curriculum.

New Mining Program Impact Study metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Student learning will be improved withmodifications to the curriculum.

Through the Looking Glass metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

A new server was built from an existing unusedserver and spare parts and Mandrive Linux 2006. The system was fully functional by the end ofspring semester. Students were able to access theserver from outside the school.

Improvements to Network Environment for IT/Computer Careers Labs metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

All student information is available on one website. No need to access college website for programinformation. Direct links are located on theprogram website to enable students to instantly linkto college sites such as registration and Metnet.

Online development of VNTE 1000, Introduction to Veterinary Science metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

In comparison of the past offerings of this course,student learning performance was comparable. In2004, I taught the course as strictly as a landbased course. In 2005, the


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course utilized D2L for most assignments andassessments. In 2006, the course utilized onlineinstruction for all aspects of the course with theexception of assessments (they were proctored atfour in class sessions). The current coursestatistics for 56 students are as follows: studentaverage = 87.68%, student minimum = 61.35%and student maximum = 98.37%. 2005 coursestatistics follow: student average = 94.16%,student minimum = 82.73% and student maximum= 100.65%. In 2005, students were able to useresources to complete assessments. 2004 coursestatistics follow: student average = 92.49%,student minimum = 75.22% and student maximum= 99.09%.

I feel students were able to increase their internetand online course skills by taking this introductorycourse. They were able to experience news items,content, narrated lectures, links, discussions, andquizzes. For most of them this was their firstintroduction to online instruction.

Introductory Chemistry Basic Skills metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The closer association of the introduction to theconcept and its practice gave enabled students toimmediately see the relevance of thecomputational skills.

Curriculum re-design: Performance-Based Learning/Cutting Edge for Nursing Education metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

All students successfully passed a comprehensiveassessment exam at the benchmark of 90% orbetter. Students were introduced to on-line learningearly in their nursing education and gainedconfidence with technology. This knowledge andskill may now be transferred to other on-lineenvironments within the program.

High School Automotive Program - AYES Alignment metStudent learning: Was student learning The program is seeing higher levels of


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enrollment in second year courses, indicating anincreased level of student success andsatisfaction.

Learning Community: metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

PART ONE: Specify Goals and Objectives

A chief goal of the learning community is amovement away from the teaching isolated factstoward a constructivist view of learningemphasizing an understanding of concepts andunderlying structures. The project focused onspecific objectives:

1.) Build a classroom environment characterizedby active teaching and learning, collaboration,shared decision making, and a strong sense ofdemocratic participation.

2.) Emphasize problem-based learning that asksstudents to work through real issues related to thelearning goals of the course. Problem-basedassignments develop students' ability to collect andanalyze data about specific issues.

3.) Assess student learning experiencesholistically.

PART TWO: Explain how Goals and ObjectiveWere Achieved These objectives were accomplished through thedevelopment of assignments emphasizing active,collaborative, learning. Students were given theopportunity to learn actively, through shareddiscovery of knowledge. Assignments andcoursework encouraged students to create newknowledge together. Activities designed toaccomplish these objectives included:


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1.) Small group work, peer teaching and review,and metacognitive activities asking students toexamine what they have learned and to drawinferences about that learning's applicationselsewhere.

2.) Coursework encouraging students to becomemore civic-minded through texts such as Nickeland Dimed and selected career-related readings. Examples from mass media were incorporated intothe curriculum with the goal of helping studentsstudent develop stronger media literacy skills. Students will be asked to conduct valuesclarification exercises, interest inventories,informational interviews, and personal strengthidentification exercises.

3.) Portfolio assessment emphasizing the writingprocess, Students are provided opportunitiesbefore and after units of instruction to assess theirown performance (self-assessment)

PART THREE: Describe Evaluation TechniquesUsed to Determine Outcomes

Evaluation techniques used to determine outcomesincluded a heuristic developed to measurechanging student attitudes towards learningdesigned by Capitol Community College's GOALSProgram, student focus groups, course completion,and assigned grades. Though preliminary, each ofthese tools has been consistent in finding thatparticipation in the learning increased studentretention and academic achievement, increasedstudent involvement and motivation, and enhance


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student intellectual development.Developing Video/Audio Lectures in Online Course metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

I wanted to provide an alternative way for onlinelearners to grasp the objectives of the class. Byproviding the audio and visual component morestudents were able to understand the outcomestaught. A survey was used to determine ifoutcomes were achieved.

Creation of Departmental D2L Forum metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The faculty D2L forum was intended as a space tostore information and share teaching tools. Although the website itself was not designed to beused in the classroom, the information storedwithin the forum was intended to be helpful in theteaching of coursework. Through the D2L forum,faculty members can share assessment tools,coursework assignments, and create discussionareas to dialog about teaching strategies. Theforum was also designed as a storehouse ofbasic/foundational English department information. The hope was to reduce the amount of time afaculty member devoted to research of these topics(much in the way that a FAQ link on a websiteworks) in order to allow that faculty member agreater amount of time to devote to course work.

As with all the issues discussed here, a facultysurvey was created to evaluate the D2Ldepartmental forum's value. The survey wasdistributed to the English department's facultythrough the D2L forum.

Insofar as faculty were better and more easilyequipped with teaching and foundationalresources, both those proscribed by RCTC andMNSCU, as well as those teaching tools sharedthrough the D2L site by other faculty, students


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benefited from the departmental forum. TheMNSCU resources provided on the website faroutnumbered the faculty submissions (though thatin itself was a product of the timing of the D2Lsite's creation, and I anticipate a greaterinvolvement as the forum becomes a more familiarentity within the department).

Several faculty members commented in theassessment survey that they found information onthe D2L site that they could not find anywhere else:"I can read it whenever I have time instead ofsitting in a meeting"; "Obtaining information Icouldn't find anywhere else"; "I think all aspects ofthe site are very beneficial and it all depends onwhere each individual instructor is at. I like havingcrucial information at my fingertips rather thanhaving to hunt down instructors." Having access toeasily retrievable, once difficult-to-find informationnot only saves time, but benefits students.

Internet Marketing online course development metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Wanted students to better understand how to usethe internet for marketing goods and services andthat was achieved through assignments related toreal life situations and case studies.

Database Tutorial Webpage metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Students exhibit a better understanding and use oflibrary subscription database while performingsearches in the library or in completion ofclassroom assignments.

Teaching Circles--participant metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1) to improve research and writing assignmentsand the atmosphere in an electronics class. 2) Iresearched various methods, chose a Wiki,researched software available, designed severalsteps for students to complete for the


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assignment; 3) students completed a survey aboutthe experience and I evaluated their postings onthe Wiki.

Teaching Circles--Participant metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

In the survey, my students reported that commentsfrom me are most helpful when given in 1:1conferences for the first draft of any paper, but thefinal draft of the paper can be evaluated on D2L, oron the paper copy (the traditional method). Therewas really no preference for final drafts, as long asdetailed oral and written commentary was given onthe first graded draft. Students did acknowledgethat this might not be possible for every paper dueto time constraints, but they did prefer it verystrongly over the other methods.

By experimenting with different methods, I'mfinding new ways to help my students achieve themost they can in the course. I'm also learningalong with them, (and in the case of D2L,sometimes from them), so we built a cooperativerather than authoritative classroom.

Bridge Program metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Objective: 30 learners accepted into Bridgeprogram for 06-07 2)NTC admission, advsing,registration process developed; Information piecesclarifying unique nature and purpose of programdeveloped 3)Admission, advsing, registrationprocesses; Information piecesOutcome: Bridge learners develop career andeducational plans 2)Bridge seminar class taughtgoal-setting, career development, andself-assessment 3) Individual career plans

Teaching Circles--Participant metStudent learning: Was student learning achievedwith regards to increased knowledge of

Goal - Use Captivate™ software to create a tutorialfor nursing students how to use the


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concepts and skills? Affinity electronic medical record

Objective - Create the index page of the tutorial byDecember 2006Activities: 1. Contacted Computer Resource sregarding license and access to Captivate™software. 2. Familiarized myself with Captivate™ software.3. Created a lesson plan which orients students tothe various features of the Affinity electronicmedical record.4. Created presentation for Teaching Circle5. Created a 'hard copy' of the index page of theproposed tutorial.6. Transfered index to electronic tutorial usingCaptivate™ software• The goal was not met during the course of myparticipation in the Teaching Circle. Together, theFacilitator for the Teaching Circle and I determinedthat the goal was too large to accomplish in thetime available. We determined that it was morerealistic to break the goal into achievableobjectives. We established one objective (seeabove) for this project. I anticipate that thecomplete goal can be met by the start of the Fall,2007, semester.• The objective was met for this project.A preliminary student 'test' (n = 10) of the index tothe tutorial indicates students liked the proposedtutorial. Because the complete tutorial is notavailable, it is difficult to apply the results of thetest to the final product. However, it is an earlyindication of the probable reaction of students tothis teaching/learning method. At this time, the planwill be to complete the tutorial and conduct a fulltest of the tutorial to determine its efficacy as ateaching/learning approach for the Affinityelectronic medical record.


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Teaching Circles--Participant metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?Lifelong Learning Part II metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The goal of this project was to enhance the currentstudent body's experience by introducing a groupof 50+ students on campus who take non-credit,liberal arts courses. Scheduled for Spring 07 areseven courses geared to this population. We havesuccessfully implelmented the program and areoperating under the assumption that this will havea positive affect on the intellectual climate of thecollege.

Strategies for Developing Student's High Level Knowledge of Organic Chemistry metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

My goal was to increase the students' knowledgeof chemical behavior and mechanisms. This goalwas achieved through curriculum reorganization(see below for details) and assessed throughinterviews as well as exams.

The first interview focused on what makes an atomreactive and how do you identify reactive elements. When asked what characteristic makes atomsreactive many students stated thatelectronegativity was that characteristic. Thisbeing correct we moved on to deciding whichatoms in a molecule were nucleophiles orelectrophiles. Students were able to easily identifya nucleophilic atom with a negative charge, butneutral nucleophiles and electrophiles were moredifficult to determine. They had just stated thatelectronegativity was the most importantcharacteristic, yet many did


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not employ electronegativity to find neutral reactiveatoms. After reminding them of electronegativitymany more neutral reactive atoms were identified. The most difficult molecule for the students was analkyl halide. Many students incorrectly identifiedthe halogen as a good nucleophile and did notidentify the carbon attached to the halogen as anelectrophile. I walked each student through how todetermine reactivity by writing general reactionswith the molecule being either a nucelophile orelectrophile and determining which is more likelyby the stability of the product. After this exercise,all of the students were able to correctly determinethe reactivity of the alkyl halide. Unfortunately, thefinal exam had a similar question and many of thestudents again incorrectly identified the reactiveatoms.

The questions on the second interview were allmechanisms. The mechanism fell into twocategories, those which were simple with noproducts given, and those which were morecomplex and showed the desired products. All themechanisms were from the same classes ofmolecules that the students had seen simpleexamples of in class. Students had little difficultydrawing the mechanism of the simple substitutionreactions. When asked to draw an eliminationreaction many were confused and required a lot ofprompting to complete the mechanism. Otherreactions were completed correctly by most of thestudents and some were able to successfullycomplete all the mechanisms in under 30 minuteswith little prompting. A few of the studentsexpressed excitement that they were able to figureout the mechanism for a difficult reaction they hadnever seen.


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One pitfall that many students fell into during onemechanism problem in particular was the removalof a proton (H+). Through every step of thereaction they drew appropriate arrows showingelectrons with a negative charge moving to interactwith atoms with a partial positive charge. On thelast step of the mechanism they needed to get ridof a proton so they showed it leaving as a positivecharge. When asked about it, they realized it wasincorrect and added a base to remove the protonwhich can then leave the electrons on the oxygen.

Develop Online Course metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The course Information Resource Managementwas developed for online delivery to begin January2007. The course was reviewed by peers and willbe subject to review by students at the completionof the course. I will amend course based onfeedback received from students throughout thecourse and through the student evaluation at theend of the course.

Web Technology Teaching Circle metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1. This circle explored various software andweb-based learning tools, and participantsintegrated one or more of these tools into his/hercurrent or future teaching. The tools or softwarewere integrated as new or improved method(s) ofdelivery, assignments, exercises, small or largegroup activities, or assessments. 2. Each groupmember developed his/her project with studentlearning as a central focus of the project. Forexample, one group member added short videoclips of how to use fitness machines to her D2Lcourse so that her students can easily access thetechniques. Another member wrote a new


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assignment, grading rubric and sample essay thatfulfills the assignment. His thorough approach tothe assignment will likely lead to his students'success in completing the assignment. 3. Eachmember achieved his/her goal by writing a definedoverall goal and objectives for meeting that goal,working on the project throughout the semester,and receiving feedback from the Teaching Circlegroup memebers throughout the semester. Somemembers also received feedback from students.

Development of clinical Evaluation Tools metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Goal 1: Develop clinical evaluation tools for use inNursing 1110 and 1120.goal 2: Identify critical behaviors and performanceindicators that must be met to pass the course anddetermine achievement of competency. Criticalbehaviors and performance indicators were guidedby using course and program outcomes for thedevelopment of the tools. Faculty noted thatstudents were able to remediate/improve clinicalperformance more quickly than past semesters.Goal 3: Assist in identifying the at-risk student inorder to provide opportunities for improvement. Faculty indicated that the tool helped identify theseat-risk students more easily. Five students spentextra time in the lab and with the lab instructor forfurther instruction and practice.goal: Increase the retention of students. Goal wasmet. Three students out of 80 students droppeddue to grades. Improvement of 10% in retentionrate from last year.

Century Connectors: Student Faculty Mentoring Pilot metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

One of the goals was to help enhance students'academic success by providing students with afaculty connector that could refer students toacademic and career resources on campus.


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This goal was completed through consistentmeetings throughout the semester that enabledfaculty connectors to work with student mentees onacademic and career concerns (for example,discussions using the GPS LifePlan). A survey wascompleted at the end of the semester thatassessed students' perceptions of their mentoringexperiences. Students indicated that at thebeginning of the semester, they had less definedacademic and career plans. By the end of thesemester, many of them had clearer academic andcareer plans. All seven of the students thatresponded indicated that their mentors were avaluable resource for them.

Creating an Efolio Framework for the GPS LifePlan metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1) The main outcome that I want is for students tofeel that they have the tools necessary to makecareer, education, and other life plans in asystematic and organized approach.

2) I evaluated students to assess the degree towhich they have found tool helpful and ask forsuggestions for modification.

3) The survey that I developed has 9 items using acombination of the Likert Scale and open endedquestions and embedded it within the eFolio site.

Energy management systems training material development project metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Students gained new knowlege and skills in theplumbing, wiring, commissioning, programming,installation and operation of newly aquired buildingautomation systems.

Curriculum Redesign: History Online metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1. I adapted use of a provocative, alternative U.S.history book for online discussions. I alsoincorporated a "Hollywood History" component inthe course design. My learning goals were to


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increase student understanding of differentapproaches to history.

2. Goals were achieved through weekly discussionof the alternative U.S. history book (paired with atraditional text) and by students completing tworesearch-based analyses of Hollywood historyfilms.

3. Discussions were evaluated on a weekly basisusing a rubric that assessed objective features,language attributes, and cognitive activity criteria. The Hollywood History projects were assessedutilizing a rubric that measured both historical andvideo analysis criteria.

First Year Experience/Paired Courses/Learning Communities metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Goal 1--Students will be retained at a higher levelthan students in stand alone courses. Students inpaired sections of Reading 80 were retained at71%. Students in non-paired were retained at65%. Data collected through the office ofInstitutional Research.Goal 2--Students in paired sections of Reading 80will earn higher GPA averages than students innon-paired. The average cumulative GPA for apaired Reading 80 student was 2.53. The averagecumulative GPA for a non-paired Reading 80student was 1.97.

Speech Communication Central metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The goal was to provide instructors with materialsdesigned by their peers that could be readily usedin classroom instruction. Myself and others in thedepartment have populated the site with in-classactivities (for both on campus and online classes).These were previously shared in a scattershotmanner, now they are warehoused in a centrallocation for all in the department. Although it ishard to tell exactly what faculty


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are using from the site, according to D2L stats,80% of full-time and part time faculty have loggedin, contributed or taken materials from

Coding Course Development metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Yes, I believe that these updated classes havebrought the students up to industry standards andexpectations.

Ridgewater College Nursing & Laerdal Micro-Simulation Project metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Microsimulation yielded average studentperformance equivalent to standard teachingmethodology

Development and Implementation of Online Course metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Anonymous mid-course and final courseevaluations were completed using a D2L survey.Student's comments from these evaluations follow:"I didn't know anything about politics when westarted and this class has helped a lot!" - "It was alot more work than other online classes I havetaken, but I learned a lot." – "What I liked about thiscourse was what I learned." – "I think we receiveda very comprehensive look at the many aspects ofCJ." – "I like the environment in which everyonegives feedback." Students also did with withstandard student learning outcome measures, i.e.,tests and quizzes.

Video Animations for PreCalculus metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1. The goal was to use the demonstrations in theon-line PreCalculus class for Fall, 2006. This wasdone.2. Following student evaluation and suggestions,improvements were made and moredemonstrations were produced.

EAP Learning Community Common Text (Spring 2007) metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The project will be focused on the followingobjective:


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• Create a custom reader to be used by allinstructors in the Spring 2007 EAP LearningCommunity.

Computers for Technology Students metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

115 Donors donated $33,635 worth of computersand equipment during 2006. 81 Students received $27,550 worth of computersand equipment. All students were registered inComputer Technology courses. $4055 worth ofcomputers and equipment was disassembled andused for parts or scrapped. Students were able toset up computer and network systems at home tosupport their studies.

Collaborative Simulation Project metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The main goal of this project was to developrealistic clinical simulation scenarios, providingstudents with an innovative method to integrateand apply clinical knowledge in a safeenvironment. In collaboration with faculty teamsteaching nursing clinical courses, the simulationscenarios were to be integrated into these courses. Three simulation scenarios were created andimplemented during Fall 2006 and Spring 2007.

Faculty reported that students participating in thesimulation scenarios demonstrated achievement ofthe identified outcomes: the students performedthe role of the nurse appropriately for the situationand worked in cooperation with other students roleplaying members of the health care team. Thestudents resolved the issue presented in asatisfactory manner: they were able to demonstratethe appropriate assessments, plan interventions,prioritize nursing care and document findings.During the debriefing session, students responded


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meaningfully to the debriefing questions, indicatingthat critical thinking and problem solvingtechniques were implemented during the scenario.

The students were also asked to evaluate thesimulations. They reported that their learning wasenhanced; they appreciated the "safe" climate ofthese simulations, providing them the ability todiscuss interventions and appropriate nursing carewithout jeopardizing patient safety.

Fall Semester 2006, SEED metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

There were two goals related to student learning:1. develop examples for the classroom and thesurrounding environment that include a richdiversity of cultures and 2. use language andinteract with students in a manner that showsuniversal respect for various cultural andsociological backgrounds.

The participants shared many examples of howtheir students elaborated more in class and in theirwriting after exposure to the various exercises. Instudent evaluations they commented on howimportant the inclusion of culture was to theirlearning.

Leadership of AQIP Assessment Action Project: Helping Students Learn metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1) Assessment of student learning is an importantcomponent of student acheivement through theuse of assessment data. This project's objectivewas to provide a firm basis and institutionalstructure for long-term assessment of studentlearning outcomes. 2) Through the AQIPassessment committee, a report on existingassessment instruments and recommendations onthe structure of assessment was completed. 3) Thecompletion of the plan, its affirmation by theCentury


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College community, and the implementation of theplan are the benchmarks of the success of theseobjectives.

Designing Human Physiology Laboratory Curriculum metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Goal #1- Students will learn the functioning of themajor body systems.Goal #2: Students will develop skills that will makethem successful in the health care or biologicalcareer of choice. These skills include:a. Critical thinking skillsb. Data interpretaion skillsc. Graph analysis skillsd. Computer data acquisition skillse. Working coorperatively in groupsf. Reading and following instructions

For goal # 1, the lab exercises were designed toreinforce lecture concepts and therefore helpstudents achieve a better understanding of how thebody systems function.The goals for # 2 were achieved by designing thelab curriculum to build the necessary skills to besuccessful. In all labs, student had to collect andinterpret data. They often had to graph data andinterpret the graphs. In order to successfully complete the lab exercises,students had to work cooperatively in groups andbe able to read and follow instructions. Critical thinking skills were developed whenstudents analyzed the data and formedconclusions based on the data. Included in the labmanual, which the faculty member also developedto go along with the curriculum, are questions thathelp to make sure the student understand theconcepts taught in each lab and some appliedquestions that make the students think about whatthey have learned and apply


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the concepts to a new situation.The goals were evaluated by examining overalltest performance and by general observation bythe faculty member.

Online Delivery for Administration Procedures for Medical Assistants metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1) Goals/Objectives:Perform Clerical Functionsa)Schedule and manage appointmentsb)Schedule inpatient and outpatient admissionsand proceduresPerform Bookkeeping Proceduresa)Prepare a bank depositb)post entries on a daysheetc)perform accounts receivable proceduresd)perform billing and collection procedurese)post adjustmentsf)process credit balancesg)process refundsh)post NSF checksi)post collection agency payments Process Insurance Claimsa)perform procedural codingb)perform diagnostic codingc)complete insurance claim formsLegal Concepts a)document appropriatelyPatient Carea)perform telephone and in-person screeningGeneral Competenciesa)respond to and initiate written communicationsOperational Functionsa)perform an inventory of supplies and equipmentb)perform routine maintenance of administrativeequipment c)utilize computer software to maintain officesystems

2) The goals/objectives were achieved. 25


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students passed the course with a grade of "C" orbetter.

3) A variety of evaluation techniques were used. Critical thinking discussions and quizzes wereused as well as multiple assignments to showcompetency. A computerized learning practicalregarding various skills used in a medical officewas also completed.

Live Options in Philosophy metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1) I intended to provide a more accessible andengaging textbook to enhance student learning. 2)My textbook proved to be much more popular andhelpful than commercial available texts. 3)Students showed a greater level of enthusiasmand understanding during classroom discussions,and scored slightly better on essay tests.

Business Career Development and Career Expo metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Student learning was increased in a number ofways. First, through a better understanding of selfawareness and presentation skills related to thejob search process. Students had the opportunityto prepare and attend a job fair using a variety ofresources including the "meet your futureworkshop" that we organized. Kelly Servicespresented on proper job search skills, the Fashionand Marketing and Management studentspracticed their presentation and knowledge ofprofessional dress, and the IAAP studentsenhanced their word processing, proofreading andprofessional office skills.

Math 1025 - reduced Seat Time metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Students should learn the required material. I'llknow for sure after the midterm and final exam.

GIS Aviation metStudent learning: Was student learning Introduce real world applications of GIS


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software. Presentation of project. Discussion andbrainstorming of other applications.

Pre-Developmental College Preparation metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Of the fifteen students who completed the course,twelve of them succeeded in moving up one ormore courses. Three students moved up twoclasses each. Three students did not change intheir placement scores. Even so, these studentsshowed an appreciation for the content, delivery,and opportunity. They are likely correctly placed intheir developmental classes.

Mental Health Resources Web Site metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Goal was to provide current resource informationto students and community members of mentalhealth issues and resource centers around the 5campuses.

Student Writing and Art Anthology metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1.One goal was to foster a sense ofaccomplishment 2. this goal was achieved whenstudents submitted their work. 3. We evaluated oursuccess (to date) based on the number ofsubmissions, which was well within the rangenecessary to complete the first publicationsuccessfully.

Big City Mentors for Small Town Radiologic Technology students metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

I have comments from the students that states thatthe website was helpful and informational inregards to radiographic exams that our students donot have a lot of access to. I require the studentsto go to the discussion once a week, where I post anew question and a film for them to review. Thestudents also stated that they felt it was a goodlearning tool. I will refer to the discussion in classto ensure that all students fully grasped theconcept.


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Business Employment Strategy Online Resource Center metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Students were able to learn foundational conceptsin regards to the planning of their employmentstrategy.

English Department 2005-2006 Assessment Project metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The holistic assessment indicates writingimprovement at the end of the semester, with 71%of the students judged to be college-level writers,as opposed to 61% the year before. Final gradedistributions were also better: 5% more As, 12%more Bs, 13% fewer Cs, 1% fewer Ds, and 3%fewer Fs. The students who showed the greatestdegree of improvement were those whoseAccuplacer scores are in the range previouslydesignated as the gray area (choose English 90 or1021). By raising the cut scores and requiringthese students to take English 90, the departmentappears to have improved their chances forsuccess: 72% of the students in this group passedEnglish 1021 that fall, as opposed to the 64% whopassed the previous fall semester.

Math Anxiety Video Grant Proposal metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The goals of the movie were to assist students inidentifying whether or not they had math anxiety,then educate the students on practical helps andwhere to get assistance. The movie was shown tofour groups of students and one group of mathfaculty. Through the use of a survey that wascompleted after the viewing of the movie thestudents commented that the movie was helpful. Most of the instructors surveyed said they wouldshow the movie to their classes and they thought iswas both a need and a benefit it helping students.

The comments from the students included: "• Iliked the video because it reassures me that


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I'm not alone.""• It was fun and there was good advice forstudents.""• It showed that anybody can do math.""• I thought it was good because it gave me tipsabout other things I would do to calm down."

Women in Technology Clinic and Research metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Participants were actively engaged in multiplelearning activities. The activities included MicrosoftOffice suite software, repairing and upgradingcomputers, installing operating systems, securingand maintaining networks. Participants' surveyremarks indicated that the sessions were veryinformative, interesting, helpful, and wellpresented.

Human Resource Information System Classroom Integration metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The goals of this project are directly related tostudent learning. Producing graduates with strong,adaptable, and flexible skills and building thecapacity to change are key skills our graduatesneed to be successful. Through this projectstudents were able to use a Human ResourceInformation System to complete various classroomassignments and activities. Their knowledge wasincreased on how a HRIS product can be utilized indifferent human resource areas. They could onlyresearch and read about the concept in the pastthe Prospera HRIS product allowed them hands onpractice and exploration that will support them intheir future careers.

Strength and Conditioning Program metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

We strength tested the students at the beginning ofthe semester. Strength goals were then developed. Students tested again at mid semester andre-evaluated their goals. The final testing tookplace during the last week of the semester.


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IFSAC Accreditation metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The accreditation study and site team visit did notfind any issues with student learning. Therefore,instruction is meeting national standards.

Web Technology Teaching Circle (Summer 2006) metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Applied projects by faculty included the followingactivities for students: taking a math quiz on D2Lwith questions from a library of questions andretaking the quiz as much as needed,enhancement of a f-2-f math course with D2L toolsusable by instructor and students, and use of adiscussion board to supplement a public speakingcourse. These activities require students toincrease their knowledge of the subject matter viadiscussions or testing in D2L, but they also requirethem to learn or build on their technological skills.

GPS Lifeplan Teaching Circle (Summer 2006) metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The careful attention to incorporating concepts ofthe GPS Lifeplan into courses or teaching (in oroutside the classroom) by faculty enables studentsto increase their knowledge of how to plan areas ofone's life and how their studies relate to the otherareas of their lives. Students may then recognizehow and what they prioritize, how one area of theirlife affects another, and how they might improve inone or more areas. Connecting one's education toother areas of his/her life can also help motivate astudent to make the most of and value his/hereducational experiences.


Student learning was increased in a number ofways. First, through a better understanding of selfawareness and presentation skills related to thejob search process. Students had the opportunityto prepare and attend a job fair


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using a variety of resources including the "meetyour future workshop" that we organized. KellyServices presented on proper job search skills, theFashion and Marketing and Management studentspracticed their presentation and knowledge ofprofessional dress, and the IAAP studentsenhanced their word processing, proofreading andprofessional office skills.

Five New Research Tools metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Usage statistics are collected from both ResearchQuickStart and Course QuickStart showing thatstudents are using the tools and linking to theresources. There is a big jump in usage for severaldays after the tools have been presented in aresearch instruction presentation for the course.When students return to the Library Research Labfor an additional research session the statisticsshow that students continue to use the tool toguide them to library resources. Ask Us questionsare recorded and tracked.

Mental Health Fair metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1) RN students assessed the LPN students with asurvey regarding learning needs regardingselected mental health topics. Surveys were usedwith the RN students in preparation of theirdisplays. 2) RN and LPN students designed theireducational displays with accurate information. Several Students did have testing instrumentsavailable for participants.3) Rubrics weredistributed among numerous faculty members fromthe Moorhead campus. Students also completedpeer evaluations on their group members and theircontributions to the groups' project.

Library instruction Tutorials metStudent learning: Was student learning 1. To provide tutorials for student and faculty


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use in using library resources. 2. Twenty tutorialswere developed using Captivate cpvering thelibrary catalog, periodical databases and patronissues. 3. Two students and one faculty wereasked to select three tutorials and evaluate themon the amount and depth of information and thelength of each

Hybrid Composition II course conversion metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

My goal was to meet student needs for lessface-to-face classtime without going to an entirelyonline format. The students learned the materialeven if there seemed to be a disconnect betweenmy expectations of class meetings and their use ofonline resources. Exams and papers reflectcomparable learning to other sections of English1022.

Course conversion English 1021 from face-to-face to online delivery metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Yes, the students wrote the same variety of essaysthat they do in the classroom version of Englishcomposition: rhetorical analysis, research,persuasive and were able to learn research toolsand receive feedback at different stages in thewriting process.

Nursing Testing Tutorial metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The two outcomes were to create the tutorial andincrease students' participation in important testtaking skill development activities. I actuallycreated two tutorials, and because they are onD2L, they are definitely more accessible tostudents than I am in person. The only problem isthat so far, I have not figured out how to find outhow many students actually used the tutorials. Ithought I could view a log of events, but I have notbeen able to do that.

metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Student interviews, observations and evaluationsindicate that learning took place. Studentevaluations also indicate that this was


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a valuable experience. Students will be finalizingtheir portfolios in the next few weeks.

law enforcement metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?Implementation of the Panorama Individual Leadership Development Program metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1. Meet with students to explain the concept of theILDP, answer questions, and encourageinvolvement. I met with 16 leaders and discussedthe ILDP with them, encouraged them to getinvolved with it and answered their questions.

2. Meet with each student who completes theirILDP Activity Plan Sheet to help them develop theirown individual goals for the year. I met with 12 ofthe 16 leaders and read over their ILDP ActivityPlans; I gave feedback and encouragement tothese students to complete the plans they hadsubmitted.

3.Meet with each student who completes theirILDP Activity Plan Sheet to help implement theirfundraisinf package. I met with all of the studentswho had written an Activity Plan Sheet; we wentover the proposed costs to attend all of theirplanned activities. Every student was able toafford to attend the activities they wanted to attend.

4. Accompany students on leadership developmentactivities to learn what they offer to better help mecounsel leaders to choose appropriate activities. Iattended the Fall


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Leadership Conference at Camp Heartland inMoose Lake in October 2006 and TCX inMinneapolis Dec 2006.

Career Quest metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Goal 1. To establish a database of participatingemployers and organizations.This goal has been achieved by the existance ofthe database.Goal 2. Tracking student use of the database.This goal has been achieved, as it is now possibleto track which students have participated in theprogram.Goal 3: Pre and Post-evaluation of studentsparticipants.This goal has been achieved but construction of anonline survey that students complete afterparticipating.3. Evaluation of student learning is based on thepre and post-survey. This survey asks students toevaluate where they were in career decisionmaking prior to participating and then afterparticipating. Answers are based on a continuumfrom completely undecided (#1) to have a cleargoal in mind (#5)

Cooperative Investigations for College Mathematics Classrooms metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

One of the goals of the project was to 2. enhancethe college mathematics curriculum by providingfor a more engaging learning environment. Thisproject's activities allow my students access tocurricula that can facilitate the achievement ofconcepts and skills through an engaging set ofcurricula.

Distance Education Grant metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The intent of the grant was to create an entirecourse and deliver it via Distance Education aswell as incorporate the use of D2L and some of itsmany features into other courses. (i.e.-onlinegradebook)


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Semester IV Case Study Innovation metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The student will1.A. Thoroughly prepare and synthesize theconcepts of health, healing, and holism in planningcare for patients with multiple complex problems.B. Synthesize previously gained knowledge withnew concepts in order to plan holistic nursinginterventions in the presence of complex healthneeds.C. Discuss and incorporate the principles ofleadership and management in levels ofprevention.D. Discuss and incorporate the principles ofleadership and management while planning,organizing, coordinating, delegating, andevaluating patient situations. 2. There will be a 5% increase in scores on thecardio-pulmonary and role of the professionalnurse areas on HESI Assessment Test (or acomparable national assessment tool).3. Students will use the internet effectively toaccess up to date, appropriate, innovative andchallenging activities regarding the RN role inhealth care.4. Students will actively use the interneteffectively to access up to date appropriate,innovative and challenging activities regardingresearch of health care issues especially in thecardio-pulmonary area.The HESI Test was administered at a later datethan usual and we have not received the analysisfrom the HESI Company. Students' feedback hasbeen positive in meeting thier learning objectivesfor cardiac content. Anecdotally, clinicalexperience was enhanced due to accessingidentified internet sites for cardiac data and alsodue to heightened awareness of leadership andmanagement


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concepts through the use of ANA (AmericanNureses Association) and Mn BON (Board ofNursing) web sites.

BeginningFrenchCultural and GrammaticalUnit metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Students did better on written assignments.

Mentorship metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?Mentorship metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?Mentorship metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The students are responding favorably to myletters.

Redesign Existing Curriculum metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?Evaluation of Pediatric Nursing Simulation Scenarios versus Case Studies metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Student evaluation was conducted through toolsdeveloped by Jefferies et al. in the NLN Laerdalstudy. On the STUDENT SATISFACTION ANDSELF CONFIDENCE IN LEARNING tool 88%students responded agree or strongly agree to thequestion: I am confident that I am developing theskills and obtaining the required knowledge fromthis simulation to perform necessary tasks in aclinical.

5 New Research Tools - Technical Aspects metStudent learning: Was student learning achievedwith regards to increased knowledge of

1. Students would be using resources which bestmeet the needs of the assigment. 2. A


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concepts and skills? Course QuickStart Page was created for eachLibrary Instruction Class taught. Following theinitial exposure to the page in the class, we wereable to track the number of uses of each site fromthe course page. This way we can track the usageof these resources by the students of the class. Weare seeing increase in use of some previouslyunderutilized resources 3. Usage statistics arecollected and reviewed. Ask us questions arerecorded and tracked.

Businees Career Development and Career Expo metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Student learning was increased in a number ofways. First, through a better understanding of selfawareness and presentation skills related to thejob search process. Students had the opportunityto prepare and attend a job fair using a variety ofresources including the "meet your futureworkshop" that we organized. Kelly Servicespresented on proper job search skills, the Fashionand Marketing and Management studentspracticed their presentation and knowledge ofprofessional dress, and the IAAP studentsenhanced their word processing, proofreading andprofessional office skills.


Student learning was increased in a number ofways. Through a better understanding ofself-awareness and presentation skills related tothe job search process, students had theopportunity to prepare and attend a job fair using avariety of resources including the "Meet YourFuture Workshop" that we organized. KellyServices presented on proper job search skills, theFashion, Marketing and Management studentspracticed their presentation and knowledge ofprofessional dress, and the IAAP studentsenhanced their word processing, proofreading


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and professional office skills.

Student learning was increased in a number ofways. Through a better understanding ofself-awareness and presentation skills related tothe job search process, students had theopportunity to prepare and attend a job fair using avariety of resources including the "Meet YourFuture Workshop" that we organized. KellyServices presented on proper job search skills, theFashion, Marketing and Management studentspracticed their presentation and knowledge ofprofessional dress, and the IAAP studentsenhanced their word processing, proofreading andprofessional office skills.

Web-Enhancing Social Psychology metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

This was not an explicit objective of the project, butwas implicit in the objective that a majoritysuccessfully complete the course. Which they didvia adequate scores of papers of several sorts,tests, and a quiz.

Fluid and Electrolyte Balance Mini-Course metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

80% of students showed significant increase in testscores after completing this course. Test scoreswere compared between pre and post tests.

NURS 2240 Simulation metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Objectives for this simulated lab experienceinclude:• Given responsibility for the care of three acutelyill patients, the student will establish nursing carepriorities appropriately and provide supportingrationale. • Determine which nursing actions are to bedelegated and the level of nursing personnel towhom they should be delegated • Determine the need of nursing personnel


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for supervision • Direct or assist nursing personnel. • Evaluate care given by nursing personnel.

These objectives were met. After discussion andcoaching by the instructor, students were able toestablish priorities, delegate, and supervisenursing care in the simulated situation.

Evaluation techniques included assessing andoffering feedback as the students as they workedthrough the scenarios as a group. Students werealso required to individually submit a finalworksheet addressing prioritization, delegation andsupervision. Eighty three percent of studentscompleted a lab evaluation which indicated thatthey believed the simulation was very helpful,emphasizing concepts they were not able toaddress during clinicals. Students indicated theywould appreciate more simulation time.

Enhance Classroom Experiences Using D2L metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

One of the goals of this grant was to improveteaching and learning that supports studentssuccess. The underlying premise of this grant wasto train faculty to use D2L course managementsoftware to provide access to course materials,outside resources, and encourage active learningby integrating functions of this software into theirclasses. As an institution we have embraced technology,and have found that D2L is a valuable teachingtool. We also found an increasing demand bystudents to utilize this software on a broader basison our campus. Students ultimately were the beneficiaries of thisgrant because they are able to access courseworkoutside of classroom time. Students are able toreview PowerPoint presentations,


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download assignments, chapter study guides,practice tests, and have access to links ofcourse-related websites. D2L provides a platformfor students to interact in a discussion area orclassroom. Students are able to assess theirlearning through the use of self-assessments in thequiz area, can review grade comments onelectronically submitted assignments and can keeptrack of their course progress by reviewing theirgrades in the gradebook area.

Service Learning in Contemporary Health Issues metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1. The goal of this project was to demonstrate theimportance of community service and to buildinter-generational relationships between studentsand members of the elderly community. 2. Toachieve the goals of this project I attended theCenter for Service Learning training sessions,identified community partners, and developed anassignment which integrated classroom contentwith the service experience. 3. To evaluate theseobjectives students were required to complete 20hours of service and write a final reflection paperwhich asked them to give an overview of theirservice learning experience and answer tenlearning objective questions. The results of thefinal paper and service learning experiences werethat three students chose to make the commitmentto volunteer during their lifetime and two studentscompleted over their required 20 hours of service.The results from the papers showed that thestudents learned an appreciation for their physical,mental, emotional, social, and spiritual health.They described how impaired health impacts diabetes, eyesight, hearing, walking, osteoporosis,memory loss, and depression.


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Online Employment Strategy Resource Center metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Pilot study indicated that "Yes" their learning on thetopic increased, and their agreemend that theresource center was useful was strong.

Ethical Perspectives in Non-Western Traditions metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Outcomes:1. Attendance at lecture series in the Springsemester and class presentations in the Fallsemester.2. Understand better how people fromnon-western traditions think about right behavior.3. Increase respect and appreciation for theseethical understandings.4. Notice similarities and differences with one'sown perspectives.Evaluation:An evaluation sheet was distributed and collectedat each lecture and class presentation. The resultsare summarized below:Lecture series:1. Attendance 83 total, 52 students, 31non-students2.

Investigative Physiology Lab Materials metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

(1) Students would have a clearer idea oflaboratory and write up expectations. (2)Supplemental materials helped to clarify and modelexpectations. (3) There was less studentconfusion and improved laboratory reports.

Research Modules in the Biological Sciences metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The goal was to create an opportunity forindependent student research. Students learnedhow to collect, analyze, interpret, and drawconclusions from data. Students developed afull-size, professional poster.

Academic Support Center Writing/English Tutor Training Program Research metStudent learning: Was student learning achievedwith regards to increased knowledge of

The major goal of the project was to assess theneed for increased and focused training of


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concepts and skills? tutors in skills related to writing and English in theAcademic Support Center at ARCC-Coon Rapids(ASC). The primary faculty members for theproject did some actual tutor training at thebeginning of the academic year, but the focus wason how to solve problems that tutors encounteredin specific tutoring sessions. Increased tutorknowledge and awareness were the immediateresults of the training.

These same student-tutors were later interviewedand surveyed. Follow-up interviews and surveyswere conducted with English faculty, students whoused or might use the writing tutors in theAcademic Support Center, and faculty in otherdisciplines. Using the surveys and interviews, wecollected qualitative and quantitative data toassess what problems with student learning wereencountered and to establish goals for future kindsof training. Additionally, we created a clearerdefinition of the parameters of the work of thewriting tutor.

Enriched Learning Experiences for Learners of All Ages WIthin the Greater Bemidji Area metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1)Enhance learning experiences for Child Carelearners2)Learners planned, set up, and directed activitiesfor young children during community outreachopportunities. Learners converted the Child Careclassroom into a developmentally appropriate childcare setting and provided care for children and arelaxing space for parents during Give Kids aSmile Day. Learners provided large motor activitiesfor the Tiny Tot Expo held at the Bemidji Boys andGirls Club. Learners gained experience in allstages of planning and clean up.3) Learners were evaluated on appropriateness ofactivities planned, ability to set up and leadactivities andinteractions with children and


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families and on clean up and restoration ofenvironment.

Fluid Power Mentoring metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?Extreme Tek metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

All 55 participants completed surveys thatindicated that they learned about careersnon-traditional for their gender and increased theirinterest in these careers. All participantscompleted ed a small project or participated in ahands-on actiity. Thirty high school girls learnedabout construction electricity, carpentry, industialmodel making, and residential plumbing/HVAC andtwenty-five high school boys learned aboutnursing, dental assisting, accounting, and childcare careers.

Enhance Classroom Experiences Using D2L metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Student learning with regard to increasedknowledge of concept and skills increased. Land-based students learned the D2L technologyto access grades and participate in other onlineactivities that their individual instructors required. Of course, online students developed hightechnology skills. They also learned self-directedlearning and time management skills.

Accounting Resource Room metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The purpose of the project were to createre-usable learning objects that would reinforce thematerial covered in the introductory accountingcourses and provide links to professionalorganizations and career opportunities. Wecompleted this by creating flash movies using theprogram Captivate and developing a list of internetsite addresses. The movies ranged fromdemonstration problems to specific topic


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movies. The re-usable learning objects createdare: Rules of Debits and Credits, RecordingTransactions, Accounting Equation, FinancialStatements, Basis of Accounting, GenericAdjusting Entries, Actual Adjusting Entries, TheClosing Process, Special Journals, InternalControls, Bank Reconciliation, Allowance Methodfor Writing Off Accounts, Direct Write-Off Method,Fixed Assets, Depreciation, Payroll Accounting,Corporation's Stockholders' Equity, TransporationCosts, Worksheet, Post-Closing Trial Balance, andCorporate Income Statement.

Developing and Implementing New Techniques in the Classroom metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

When compared to traditional lab instruction thesection experiencing the use of digital imageprojection did appear to more fully grasp thecharacteristics of the materials. Survey resultsconfirmed this and the objective of applying thetechnology in the classroom setting was met.

Law Enforcement metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?Horizon Wimba Live Classroom Training metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Outcome: The instructor after attending training willdemonstrate how to use the product both for liveclasses and for archive purposes to enhance bothblended and on line classes.

How met: While conducting the training, I did ademonstration of the product with me acting as theinstructor and the participants acting as thestudents. Then I gave them a presentation andhad them practice being the instructor and I beingthe student. I have also done scheduled practicesessions where the faculty member schedules atime before their first class to practice with mebeing the student.


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Increasing Remedial Math Class Success Through Peer Coaching metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

A major goal was to improve student success inremedial math courses by weekly meetings with apeer coach. Coaches participated in three trainingsessions where they learned how to monitorstudent progress and worked on storyproblem-solving techniques. Coaches wererequired to fill out weekly progress reports which Ireviewed each week.

Oral Health Education Initiative with Bruce Vento School metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Student learning was achieved with regards toincreased knowledge of concepts and skills. Dentalhygiene students were able to practice the coreprinciples of dental public health. Theydemonstrated that they could assess a population,plan a program, implement the program, andevaluate it.

They gathered primary and secondary data toassess the population at Bruce Vento ElementarySchool in St. Paul. An oral health survey wasdesigned and implemented as a pre-programactivity to assess the oral health knowledge of the5th and 6th graders in particular. The pre-programresponse rate for the survey was 86%.

Activities were planned and conducted at BruceVento to address the needs of the populationbased on the primary and secondary data findings,resources were gathered for the activities. Theseactive learning exercises were researched,planned, and implemented by the dental hygienestudents for the Bruce Vento 5th and 6th graders. Stations highlighted survey specific oral healthsubjects. 83% of the 5th and 6th grade studentsparticipated in the hands-on education program onFebruary 26th of 2007.


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The pre-program survey questions were thenutilized as a post-program survey of the 5th and6th graders to assess the level of knowledge thatwas gained. The post-program response rate was75%.

Dental hygiene students then conducted a pre andpost survey data analysis and comparison. Anincrease in the number of correct answers on thestudent surveys indicated the program's success. Positive evaluation comments by the teachers,staff, and administration at Bruce Vento Schoolalso indicated that the program was successful.

How to Learn Online metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Both students indicated, both informally and in thecourse survey, that they learned about themselvesas students and about the special demands ofonline learning from the course.

Development of Tiered Career Pathways in Electronics Systems Technology Incorporating National Skill metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

4) Specific measurable outcomes as listed belowg) Documentation of assessment of student skillin a pilot course from the curriculum3. Four samples of One-sentence summaries(CAT 13 ) will be taken and analyzed from theclass of students in a pilot course from thecurriculum.A course from the curriculum was piloted andstudent skills assessed through the use of four"One-sentence summaries" as defined by Angeloand Cross, Classroom Assessment Techniques,Jossey – Bass Publishers. San Francisco. 1993,pp183-187.

Students in the course were asked to perform theassessment activity at the conclusion of the classmeeting on four occasions during the


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semester. The data collected during thisassessment is included in the Appendix of thisdocument.The final report containing all appendices wassubmitted to the Awards for excellence committeeand sent to the Dean of Instruction.

Introductory Algebra Using a Virtual Environment metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?Project-based e-Mentorships metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1.A main outcome of the project was for studentsto gain a greater understanding of the marketinganalysis process, decision-making and real worldprogram implementation. 2.Student teams were partnered with an industrye-mentor to collaborate in operating a simulatedbusiness. When faced with developing amarketing strategy for their simulated businessstudents often have difficulty analyzing the overallimpact of their decisions. Partnering each studentteam with an industry professional facilitated thediscussion regarding the reality of their decisions.

3.Evaluations techniques used to determine theoutcomes included:Written market plans and weeklyworksheets that analyzed student marketingstrategiesTeam PowerPoint presentationsStudent and e-mentor surveys

Student surveys indicated that 82% of the studentsfelt that after participating in this e-mentorship theyhad a greater understanding of marketdecision-making and real world


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applications. Specific student comments include:The project made it more realistic and notjust like any other project.It was helpful for someone that has beendealing with this kind of stuff for awhile to help usand tell us what she thought about our decisions.It was a fun experience having someoneoutside the class help us through this.They have real world experience andlook at things from that perspective.It was good to have input from thembecause they gave us helpful hints from theirexperience in the "real world".

Student weekly decision worksheets showedimprovement in their ability to identify strengthsand areas where they needed to improve. Teamnet profits increased with each decision.

Student PowerPoint presentations providedrealistic goals and strategies for future actionplans. Prior to the e-mentorship teams would oftenplan unrealistic and costly initiatives.

MyPlace metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Student awareness of usefulness of conferences todiscuss invention strategies and specific topics andwillingness to attend conferences online or oncampus. Participation voluntary in one section,required in another—no significant difference inlevel of participation. Approximately 75% ofstudents participated in conferences. Preferredonline to on campus 3-1—both in surveyresponses and actual participation. See attachedreport for more details.


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SCTC Anatomy and Physiology II Lab Atlas metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

All A&P II students accessed the digital atlas atleast once. In total the 49 students accessed theatlas a total of 311 hours over the course of theSpring semester.

PLC Trainers metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

This project's intent is to provide students with acomplete industrial controls system for interactivelearning. Discrete components such as PLCs,solenoid valves, air cylinders, power supplies,sensors to name a few were integrated into acomplete system. Students are engaged andexcited to work on the trainers. These PLCtrainers have given the ETAS program theindustrial flavor that is needed to prepare studentsfor their careers. Student learning is definitelyincreased as the PLC trainers have provided aplatform for learning the skills and concepts ofautomated systems. The evaluation of the PLCtrainers will continue as they are used in moreclasses.

English for Academic Purposes (ENAP) transitional hybrid course metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Improvement of college readiness from transitionalstudies to college level coursework support. Familiar with Riverland Community College'sDesire to Learn software.

Quality Start s for Students in On Line Courses metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Dramatic improvement in communications duringfirst week of course so that course content couldbe stressed

Online Development for English 1021: Composition I metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Yes, Students are required to work through severalsteps of the writing process, submit drafts and finalpapers, interact with others through electronicdiscussions, give peer reviews, and take quizzes.


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Mesabi Range College Library MnPALS Catalog Tutorial metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The project allows MRC Library users (students,faculty and staff) unlimited access anytime,anywhere to a vital instructional component ofInformation Literacy. All students now haveaccess to the material learned in LibraryInformation Literacy sessions. This aligns with ourStrategic Plan Goals for enrichment of bothtransfer and technical programs, as well aspromotes excellence in student learning.

Teaching Circles metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Goal 1: To incorporate Smart Classroomtechnology in OSP1100 Job Seeking Skills.

Objective 1: To use computer and projector(SMART classroom) to demonstrate use of theMinnesota Job Bank website.

Activities: 1. Demonstrated using the Minnesota Job Bankthrough use of computer and projector in myclassroom. 2. Used the computer and overhead projectorduring lab time, as students access the website, toanswer questions.3. Students used the FAST assessment tool.Students completed a short assessment of theusefulness of the technology during this activity.

Employment Expo & Career Fair metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Students in both Admin Mgmt Tech and Sales &Marketing programs used this project to applyclassroom principles to an authentic learningexperience which dealt with actual customers andvendors, and actual expenditures and collection ofdonations for our foundation. The "real-world"application led many students to the conclusionthat success is deeply aligned with planning, andthat is easier to "talk the talk"


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than "walk the walk". An evaluation from eventexhibitors reaffirmed much of the Admin MgmtTech students own assessment's of the event'sperformance.

Teaching Circles metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

To research and develop materials for myclassroom to discuss pod casting• I started with just researching the topic • I asked a lot of people a lot of questions • I had major discussions with other faculty andstaff members about what does it take to create agreat pod cast• What equipment will be needed • What kind of time and room barriers might Ihave as I start to plan this for a class in the nextyear• When, I had gathered up enough informationand other data that I was able to complete ahandout and a power point on the topic area• I was comfortable having a discussion with two of my classes and asking them for their opinion onthe idea of pod casting• I showed them the materials that I created andasked for their input on them• They had great comments and suggestions• I used all the information from them and updatedthe materials using their ideas• Next I gave the two classes a survey aboutcreating a pod cast in a class next year• The results reflected a positive tone and they allfelt that pod casting is a must for us next year

Spring 2007 teaching circle metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Students completed an anonymous feedbacksurvey specific to their experiences with the audiofile mini-lectures. Overall, the feedback was verypositive and based on student feedback I plan toincorporate audio file mini-


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lectures in future online and possibly traditionalcourses I teach. Student feedback included, "Ithought it was a nice addition to just the reading. Ithelps to reinforce the basic points of the chapter."and "They were very useful so I would recommendthat you use them."

Writing Center metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1. Goal—research other on-line writing centersand develop a list of topics/links to my classes. 2. Instead of links to QuickStart, links were created tothe Purdue University Owl and students were givenspecific topics to research: "Quotations," "Punctuation with quotations," "paraphrasing,""plagiarizing," as well as review topics, such as"Topic Sentences," "Thesis," "Transitions," and"Introductions." These pages had betterinformation that the links under QuickStart'sassignment calculator. The link for "Outlines" wasset-up for all students to use as a handout to learnhow to construct an outline:http://owl.english.purdue.edu/handouts/general/gl_outlin.html Students completed the assignment butdid not seem to use the site after that oneexperience. Part of the problem with that OWL isthat students have to know the term they wish toresearch before they can find anything. Also,when searching the term, students get so manychoices that it is easy to get lost. 3. Evaluationconsisted of reading the summaries studentssubmitted on the discussion board. Only fourstudents did not complete the assignment. Of the43 completed, two received 8 points and the restreceived 10. The students were able to negotiatethe site, find the information, and summarize thedetails accurately in a way that was helpful to otherstudents.


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Teaching Circle, Spring 2007 - Ridgewater College, Willmar metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Students involved in using the classroomperformance system gave high marks to the use ofclickers both on a survey that they completed andalso through many positive comments madebefore, during, and after class. Although I did notgive one specific test on the content that wascovered over a three-day period, I feel verystrongly that the students were so visibly involvedin solving problems during those sessions, thattheir skill base would definitely have increased.

Development of an Online Version of Bus 101 "Business and the American Economy" metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1) The goal was to increase student learningthrough a new method of presentation of material,that being the online method. Many students mayfind lectures not fitting their learning style. Aninteractive online learning method may improvetheir learning success.2) I developed the course using a package calledThomsonNow from Thomson Publishing. Thissystem provided slide presentations, videos,audios and other multimedia packages to improvestudent learning.3) Students took had assignments for eachchapter to evaluate their progress. This includedquestions on the material as well as case studies. They also had a weekly test on the material.

Develop an online course "Advanced Computer Game Development" metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

During the course prototype, which was taught in aclassroom but utilizing online activities, all studentslearned the basics of computer gamedevelopment. Even students with no priorprogramming experience were able to write anddebug game modules by the end of the


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semester in the DarkBasic computer programminglanguage. All students achieved proficiency inunderstanding and employing logical loopingstructures. They also leaned most of theDarkBasic commands needed for constructing twodimensional computer games. Students learnedhow to understand and use Arrays, and how toexploit the geometry of a computer screen. Finally,they learned techniques for importing andmanipulating graphics files in their game programs.

"The Development of a Campus-Wide Online Writing Center at Century College" metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Our goal was increased participation and studentengagement in writing in the forming of studentonline communities. This goal was achieved inthat students willingly helped out each other inpeer review and asked and answered questionsabout grammar and documentation. They alsodiscussed and debated issues of current concern. A student survey was disseminated online forstudents with good results: 90% of the studentsresponding felt that they were helped by the OnlineWriting Center.

Substantial Revision of the Plant Biology course BIOL 2250 metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Student learning with regard to increase ofknowledge of concepts and skills was testedthrough written tests and take-home assignments,lab exercises aimed at improving observationalskills and scientific experiments; creation of posterbased on literature study; and field trip aimed atapplication of learned material.

Development of British Literature, I, Online, ENGL 2251 metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The course has been developed and students fromacross the MnSCU system have begun to register.We will assess student learning once the course isoffered in the fall.


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metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The first, and main, outcome of this project will bethe development of a new course in the Philosophyof Social Justice; specific course outcomes willdevelop as a result of the training itself; this goalhas been achieved, as the course is now approvedby our curriculum committee as an MNTC courseand we plan to offer it in the Spring, 2008. Thesecond outcome will be new pedagogicaltechniques intended to achieve better learningthrough student-driven problem-solving and inquiryinto stereotypes. These techniques can be appliedin Ethics as well as this proposed course. I haverecognized more opportunities for group discussionin Philosophy courses and students appear to bemore engaged in learning. The third possibleoutcome would be the collaboration betweenRiverland and other agencies (correctionsdepartments or Waseca Prison). I will be meetingwith the Director of Human Services for SteeleCounty soon to explore the possibility of includingthis course in their pre-release program for the jailin Owatonna; this may lead to other contacts orvenues as well for the course.

Inkling metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Inkling was an exercise in active learning. PineTechnical College's creative writing class, taughtby Chris York, used submission to the journal asan exercise in audience awareness. Onedistinction that separates the creative writer fromthe keeper of a diary or journal is that the creativewriter writes for an audience beyond themselves.Many creative writers, in fact, make the publicationof their work a personal goal. But getting publishedinvolves more than just sending your work to aliterary journal or press. Not only must that workbe error-free, but most editors and publishers alsorequire that work


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be submitted in a very specific format with veryspecific kinds of accompanying information. Suchan immediate and accessible forum is not readilyavailable for most college classrooms. When thecall for submissions was disseminated throughoutthe MnSCU system, a recommendation was sentalong with it that other colleges incorporate similarassignments into their curriculum.

The Inkling project met this goal. PTC creativewriting students were surveyed at the end of theclass concerning the value of submitting to Inkling.With an average score of 4.11 (5 being the highestpossible score) it was clear that many valued theassignment. The potential for a wider audiencemotivated PTC creative writing students toreconsider their work, primarily throughproofreading, but through revision as well. Onestudent noted that it was important to learn "if mywriting is any good, and if it was worth any effort atall to get it published." Another liked theassignment as a way of fine tuning his/her poetry,noting the s/he "would have liked to spend moretime perfecting the poetry that I wrote in this class,but I know time is restricted…"

Furthermore, once students submitted their work,those whose submissions were not in the correctformat received notification that their work wouldnot be considered and exactly how they had failedto comply with the submission guidelines. It is thiskind of feedback that Inkling was able to providethat added value to the project.

Learning in a Post-Modern World metStudent learning: Was student learning achievedwith regards to increased knowledge of

Postmodernism accepts that reality is fragmentedand personal identity is defined by


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concepts and skills? cultural factors-even within a marginalized groupthere are subgroups that self-identify and developtheir sense of aesthetic.

Assessing learning in the arts and humanities in apost-modern world will present strategies to assessworks of art and avoid common pitfalls while tryingto assess beauty, aesthetics and communicatingvisually.

Master the Essentials: ENGL 0090 metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Number of students enrolled by the last day to add:10

Assignments for each level:

Level 1: 6 tests, 2 paragraphs, 1 essay, 3 onlinediscussionsLevel 2: 10 tests, 2 paragraphs, 2 essays, 6 onlinediscussionsLevel 3: 14 tests, 2 paragraphs, 3 essays, 9 onlinediscussions

Number of students who dropped by the last day todrop: 4• 1 student dropped by the end of the secondweek, no information• 1 student dropped due to unexpected illness andsurgery, was passing at the time of drop• 1 student never logged in and subsequentlydropped• 1 student dropped after completing onediscussion assignment

Number of students who remained in the courseafter the last day to drop: 6• 4 completed Level 1 before Thanksgiving• Both students who had not completed Level 1 byThanksgiving had the following items left tocomplete: Student 1 had two tests, one


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paragraph and one essay; Student 2 had two testsand one essay. • 2 completed Level 1 and 2 before Thanksgiving• 2 students completed Level 1, 2, and 3 by end ofsemester• Conclusion: Students were sufficientlymotivated to complete course work early.

Failure/Withdrawal Rate: (goal was to reduceoverall withdrawal/failure rate of 29%) • 1 student (10%) withdrew within two weeks ofthe beginning of the course• 1 student (10%) withdrew because of illnesswithin the first two weeks• 2 students (20%) withdrew for unexplainedreasons• 6 students (60%) completed the course with a"C" or better• Conclusion: If we consider the number ofstudents who remained in the course past the firsttwo weeks, only 20% withdrew for unexplainedreasons, and no students failed the course.

Online Activity: From start to end of the course

• Student 1: 79 logins• Student 2: 363 logins • Student 3: 108 logins • Student 4: 244 logins • Student 5: 193 logins • Student 6: 178 logins

NOTE: Some students may be enrolled in morethan one online course, which may account for thehigher number of logins for some students ratherthan others. The data is presented


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solely for information purposes to show that thestudents in the course had no difficulty logging in toD2L and viewing course content. Discussions: (data gathered through 75% mark ofthe course, to compare with Spring 2007)• Welcome: 18 students participated, 79comments from students, 26 from instructor• Heroes: 16 students participated, 50 commentsfrom students, 16 from instructor • Personal Strength: 13 students participated, 36comments from students, 13 from instructor • New or Used: 10 students participated, 28comments from students, 8 from instructor • A Day of Rest: 7 students participated, 19comments from students, 5 from instructor • The Perfect Sandwich: 8 students participated,21 comments from students, 7 from instructor• Super Heroes and Super Powers: 4 studentsparticipated, 10 comments from students, 4 frominstructor

General Comments on Student Awareness ofLevel Deadlines:

• I received no e-mail, voice mail, or pages fromstudents about what assignments were due atwhat times, one of my main concerns. • I received no e-mail, voice mail, or pages fromstudents about what the Levels meant or what wasrequired for each level.• I did receive e-mail with questions about how towrite specific essay assignments, in particularwhether students were "on the right track." Thesee-mail messages were expected and welcomed. Students commented in replies that they found thesuggestions helpful.


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Number of students enrolled by the last day to add:50 (both sections)

Assignments for each level: (unchanged from Fall2006)

Level 1: 6 tests, 2 paragraphs, 1 essay, 3 onlinediscussionsLevel 2: 10 tests, 2 paragraphs, 2 essays, 6 onlinediscussionsLevel 3: 14 tests, 2 paragraphs, 3 essays, 9 onlinediscussions

Number of students who dropped by the last day todrop (both sections): 0

Number of students who remained in the courseafter the last day to drop (both sections): 50

Conclusion: Some students may not have droppedbecause they were unaware of the drop date dueto non-attendance in class, but I am impressed thatnot a single person withdrew from the course.

Failure/Withdrawal Rate: not available, since finalgrades not posted yet, but see preliminary resultsbelow, however, for data as of March 30,approximately six weeks before the end of thesemester

Preliminary Data: With six weeks to go in thesemester, 7 of 50 had completed Level 1, 1completed Level 2, 1 completed Level 3

Of the remaining 43 students, 11 had completed 2of 3 writing assignments for Level 1, 17 studentsdid not have any writing assignments done byMarch 30. Of those 17 students, 12


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had stopped attending, and 4 of the remaining 5had made arrangements to turn the assignment induring April and had participated in online orin-office conferences.

With reference to the tests, 28 of 50 students hadcompleted all 6 tests for Level 1 by March 30. Ofthe remaining 22 students, 11 had completed atleast 3 tests by March 30.

With reference to discussions, 34 of 50 studentscompleted all 3 discussions for Level 1. Of theremaining 18 students, only 4 students neverparticipated in a discussion.

Online Activity through the First Three Weeks ofthe Course: The number of logins ranged from alow of 7 to a high of 138, with an average of 32.2logins. This data is included to demonstrate thatstudents in this developmental course had nodifficulty accessing information in the course.

Discussions: • Welcome: 37 of 50 students participated, 285comments from students, 61 from instructor• Heroes: 33 of 50 students participated, 111comments from students, 39 from instructor • Personal Strength: 23 of 50 studentsparticipated, 66 comments from students, 23 frominstructor • New or Used: 25 of 50 students participated, 68comments from students, 18 from instructor • A Day of Rest: 14 of 50 students participated, 37 comments from students, 10 from instructor • The Perfect Sandwich: 19 students participated,56 comments from students, 18 from instructor• Super Heroes and Super Powers: 14 of


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50 students participated, 43 comments fromstudents, 16 from instructor

General Comments on Student Awareness ofLevel Deadlines:

• The only questions I was asked in class, throughe-mail, or in voice mail were related to timeextensions from people who wanted to completeLevel 2 or 3 but had missed one deadline by lessthan a week.

High School Recruitment and Student Retention metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

I believe that potential Northland students will havea better understanding of the various careers insports medicine and exercise science uponentering school. They will know what to expectupon graduation from Northland with one of thesedegrees. Whether it is from a career program or aliberal arts/pre-professional program, they will beprepared for what Northland has to offer and whatto expect from each program. The students werevery interested in some of these careers and wereinteractive during the presentations, askingquestions, etc. I also feel that students learnedsome valuable information regarding these careersand educational programs in preparation for thesecareers that they did not previously know. Forexample, students learned the that there is adifference between an athletic trainer and apersonal trainer. Another example is they learnedabout the increase in demand for physical therapyassistants and that this degree only takes 2 years.

Collaborative Simulation Project metStudent learning: Was student learning The main goal of this project was to develop


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realistic clinical simulation scenarios that providedstudents with an innovative method to integrateand apply clinical knowledge in a safeenvironment. These scenarios were then to beintegrated into nursing theory and/or clinicalcourses. Three simulation scenarios were createdby this participant and integrated into a clinicalcourse. The students reported that thesescenarios helped them understand theinterventions and assessments required of them inthe clinical setting. The instructors noted thatstudents were better prepared to perform theassessments in the clinical setting and achievedcompetency with the assessments within 2 clinicaldays, whereas prior to implementing the scenarios,students were uncomfortable performing theassessments and often were unable to performthem independently. Scenarios were also used atthe end of a clinical course for students todemonstrate their understanding of the role of thenurse in a clinical situation and their ability to workcooperatively with other team members. Thestudents were able to demonstrate appropriateassessments and interventions, prioritize care andreport abnormal findings in a timely manner. During the debriefing session, students respondedthoughtfully to debriefing questions, indicatingcritical thinking and problem-solving techniqueswere used during the scenarios. The students werealso asked to evaluate the simulation experience. They reported that their learning was enhancedand validated. They appreciated the opportunity tolearn in the "safe" setting of the simulation and theability to discuss interventions and their effectswithout jeopardizing patient safety.

Online Conversion of Intro to Corrections metStudent learning: Was student learning This course has yet to be offered online as


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Fall 2007 is the scheduled launch date. As of now,I'm scheduled to be the instructor. One of mygoals is to be dynamic during the semester in orderto maximize student learning by adapting to theclass in terms of what works well, and what mightneed improvement. While I believe items needingimprovement have been minimized through thisaward process, I remain open to the idea thatsome issues might arise as the course is launched. I will address the issues immediately to insurestudent success and satisfaction. To furtherstimulate student learning, I attempted to bring avariety of teaching methods into the D2Lclassroom. Students are still required to completea current affairs presentation (as they are in mybrick and mortar class), the difference is that theywill present their report via an student-leaddiscussion thread. This will stimulate thinkingwhile also providing an opportunity for students tofacilitate a discussion providing a different dynamicwhen compared to instructor lead discussions. The course relies heavily on written communicationwhich is a necessary tool for the any field,especially those related to criminal justice. Thediscussion threads allow students to analyze whatthey are learning and provide writtendocumentation of their views and/or opposingviewpoints.

Center for Community and Economic Development metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1a) Students will understand better howcommunities can be developed. 2a) A wealth ofnew lessons/ideas were incorporated intoeconomics and geography classes with a focus oncommunity sustainability. 3a) Community focusedmaterial was included in classroom discussion andon tests.1b) Students will learn better how to thinkcreatively. 2b) Students in an economics


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class were taught a way of organizing thoughtsusing the "knowledge triangle" approach. 3b)Students were asked to use the creative thinkingapproach to develop their own innovative ideas:very successful.

Gaming and Simulations for the Interpersonal Communication Classroom metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The games and simulations that students did inclass truly allowed them to participate more andapply the course material to their lives. In addition,it gave them the opportunity to practice the skillsthey were learning. Another one of my favoriteoutcomes of this project was not only the increasedstudent learning, but also the overall classroomatmosphere. When students were put into groupsto do an activity, it allowed them to get to knoweach other and laugh together. From my personalreflections, I wrote several times that I am moreconvinced than ever that the key to a great class iswhen the students "bond" together. The activitiesallow for this group development to occur. Whenthey enjoy each other = they want to come to classand they are more engaged = increased learning. In the middle and end of the semester assessmentof the course, I asked students what they likedmost about the course. Students reported that "thegames were fun and got us participating all thetime," "I enjoyed getting to know my classmatesand feeling comfortable in class," "the games andthe way it brought the class together," "improvedmy understanding," "very interactive," and "I feelthe material was relevant and this is stuff I will usemy entire life." I also asked them at the end of thesemester, What were the top three mostmemorable moments in the class. I tallied up theresponses from seven classes and the resultswere, "The island culture activity, relationshipdevelopment skits, and final game projects." Thegames and simulations


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stick with them. These are the things theyremember and retain, and with that importantcourse concepts and skills that they learned.

Writing Within the Curriculum: Targeted Writing Instruction metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?Basic Math Labs - Whole Numbers metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

One of the main objectives of this project is toincrease students' conceptual understanding ofarithmetic operations. Students gained a betterconceptual understanding by exploring math withconcrete manipulatives before working with asymbolic representation of the concrete items. Theevaluation techniques to determine outcomesincluded self (student)-assessment as well aswritten assessments. Students did struggle withthis new learning environment because it is verydifferent from a lot of their previous math educationexperiences. A lot of students are used to matheducation that treats math as learning a set ofalgorithms, or series of steps, which are usuallygiven to a student and then the students are to usethe algorithm to do calculations. The studentswere not used to an environment where they areencouraged to discover their own algorithm orexplore traditional algorithms with physical objects.

Online Development for English 1025: Technical Writing metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The followimg objects were met: (1) defining thepurpose and scope of the writing, (2) identifying anintended audience, (3) finding information, (4)choosing an appropriate and effective organization,(5) developing illustrations, (6) using appropriateconventions (format, documentation, style). Theseobjectives were met by designing assignments thatare all available to students in a Word document


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under Content. The course design includedassessment of these objectives through projectsubmissions to the Dropbox and quizzes takenthrough the Quiz feature.

Online Elem & Interm Algebra with Online Lecture Notes metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

For the first time since we have offered Elementaryand Intermediate Algebra at our college, the classfilled. There seem to be many more students whodesire the convenience of an online course, ratherthan attending class at regular times. Since thiswas the first time that the course was offered inthis format, in-class lectures/question & answerssessions were offered three hours a week, butwere optional for students. For select students, thiswas the ideal learning situation. They could attendclass if they had questions on particular content,but did not have to attend all the time. Otherstudents took advantage of the in-class sessionsand regularly attended those. Both of those groupsof students were very successful. However, therewas a third group of students who want thescheduling convenience of an online course, butdo not have the discipline or study skills toeffectively learn in this situation.

Retention of Distance Students: Counseling Needs Survey & Early Alert Implementation metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

One of the goals of the project was that MSCTCdistance students would learn more about MSCTCcounseling services available to them and accessthese services as needed throughout thesemester. This occurred as numerous studentscontacted me via email and phone regardingissues ranging from course selection, transferring,career selection to stress and time managementresources. The average student who responded tothe survey was female, taking 2-3 classes, working40 plus hours a week and had at least one child.


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In addition, over 56% of survey respondentsindicated they were too far away from a campus toseek "in person" services. Therefore, the option ofknowing who their distance counselor was as acontact was beneficial to them. In an end ofsemester survey students were asked about theironline experience, grades, and counseling orcareer resources they thought would be helpful tohave as an online student.Student responses indicate that for the most partthey were pleased with their online experience andthe grades they received. Some studentsindicated that they would like to have access tomore career counseling services online and thatmore information at the beginning of the semesterto let them know about campus services they couldaccess would be very helpful. To respond to thisan Orientation for MSCTC Distance Students hasbeen developed and will be sent to all MSCTCDistance Students at the time of registration andagain the first week of school. In addition,announcements will be sent to MSCTC DistanceStudents throughout the semester to addressissues that arose in the survey such as; timemanagement, what to do if you are undecided?,transferring, how to handle stress, etc..

Basic Math Labs – Fractions metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The main goal was to improve students'conceptual knowledge of the material byintroducing fractions with labs that usedmanipulatives to explain the key concepts. Somestudents loved this alternative to traditionalapproaches to teaching Mathematics while somestudents were not very comfortable with thechange. However, they all worked hard on thelabs. Overall the labs brought more of a focus onconceptual understanding into the class and,


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whether or not the students liked the them, they didwork more with trying to understand what theywere doing and why. When students hadquestions, we could return to the concrete objects(or similar pictures) to try to see what washappening without relying on remembering rulesfor manipulating symbols. This also led naturallyinto showing them ways that pictures can helpthem solve word problems.

It was necessary to change the tests to include thisfocus on concepts. Some of the more proceduralquestions were replaced by questions that testedtheir understanding of the concepts. Theystruggled with questions that had them explain anidea in sentences but managed questions involvingworking with pictures better. Students seemedmore inclined to draw pictures when working withword problems than before.

Online Math Courses that Encourage Faculty/Student Interaction metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

My stated goal was:

• Have each online class' retention rate exceedthe retention rate of my Fall 2006 Math 30web-enhanced courses.

This was met. The retention rate for each courseexceeded the rate for my previous web enhancedcourses. That retention rate was less than 40%. This semester my retention rate collectively was50%. My online math 30 course this semester hada slightly less than 40% retention rate. But thisrate was higher than my previous semester's rateso the goal was met.

Hybrid vs. Traditional: comparison of teaching effectiveness metStudent learning: Was student learning achievedwith regards to increased knowledge of

1) How effective is the style of delivery? Our goalwas to develop a survey to be


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concepts and skills? administered to all three sections (2 traditional and1 hybrid). 2) A profile survey of our students was developed,formatted, and finalized by our group afterresearching and comparing sources from theInternet. The survey contained eleven questions. The first ten questions were multiple-choice thataddressed: demographics, pre-requisiteinformation, methods of instruction, satisfactionwith method of instruction. The last question wasopen response and it asked the students surveyed:why did you choose this

Classroom Assessment Techniques Teaching Circle metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Instructors reported positive results when pilotingthe CATs in our classrooms. For example, oneinstructor found that by using a variation on peerteaching, she was able to scaffold better criticalthinking about the information presented. Byfocusing on CATs that involved active learningtechniques, we were able to accomplish twooutcomes with one strategy: increase studentinvolvement in learning and generate moreinformation for the instructor about students'understanding.

Desire 2 Learn Online Tutorial metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1. Our goal was to create an online Desire2Learntutorial that is available to all students. 2) Thisgoal was achieved by the successful creation ofthe online tutorial. 3) Students, faculty members,and administration all evaluated the final productand submitted their critique of the tutorial.

Asking the Right Questions: Should we bring in Tegrity to MNSCU? metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

My goal for this project was to develop a researchprogram that can be used to qualitatively andquantitatively measure the effectiveness of theTegrity software on student learning. To define'the effectiveness of


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student learning', I used the 7 principles for goodpractice in undergraduate education by Chickeringand Gamson. Then, I developed two surveys tomeasure in a qualitative way how well the Tegritysoftware satisfies each of the 7 principles. Tomeasure the quantitive impact of Tegrity, wedeveloped a rubric by which to analyze data suchas student grade performance in Tegrity vs.non-Tegrity classes as well as student retention inTegrity vs. non-Tegrity classes. Since this projectwas focused on developing the research programand surveys, the actual results of this researchprogram is outside the scope of this project. However, the outcome of this project can beevidenced by the completion of the aforementionedsurveys and rubrics.

Media/Web Technology Teaching Circle metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

This circle explored many ways to enhance coursedelivery and student learning through Media andWeb technology. Each circle member learned howto add video and audio segments to D2L and howthese additions can be used to connect withstudents. These materials were used in classesduring the Spring 2007 term. Two instructorsadded current events assignments to their classesthrough the use of RSS feeds. All circle membersimproved their ability to use Power Point as ateaching aid in both the classroom and as anonline tool. Everyone gained significantlyincreased comfort with the features of D2L so thatwe can better serve our students by offeringcourse handouts online as well as online officehours and grading.

Development and Utilization of a Course Wiki in Geography 1123 -- The Geography of Minnesota metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The primary student goals were 1) to lean to utilizewiki technology, and 2) to use this technology tocollaborate with other students


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in completing process-oriented projects.Both of these goals were accomplished. Prior tothis class, it had seemed to me that the use ofwikis (especially Wikipedia) by students was nearlyuniversal. However, a survey of students in thecourse showed that although nearly all the classmembers said they were experienced andcomfortable with computer usage, fewer than halfof them had consulted wikis on a regular basisprior to the course, and that less than ten percenthad ever actually made a contribution or other editto a wiki. Utilization of wikis in the course gavestudents first-hand experience with wikitechnology. Each student made, on average,approximately 50 wiki page edits, along withhundreds of wiki page views.

The two rounds of small group wiki projectsdemonstrated improvements in both the quantityand quality of student collaboration over time. Thefirst round of small group wiki projects exhibited arelatively low level of collaboration, the completedprojects showed significant weaknesses in formand content. However, both the level ofparticipation and collaboration and the quality ofthe final product improved noticeably with thesecond round of small group projects, as thestudents became more familiar with the wikitechnology and the collaborative process ofcreating wikis.

Update Electric Heat Lab metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?Poetry Month metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Expand student awareness of and appreciation forPoetry. We surveyed classes of students todetermine how many of them knew of,


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attended or participated in each event. We alsosurveyed attendees at events to gather theiropinions of the value of each event and anyreaction they had to the event. Of 174 studentssurveyed, 66% knew of National Poetry Monthevents on campus. 71% of English departmentstudents knew of these events, while 50% ofstudents in classes outside of the Englishdepartment knew of them. 29 students in oursurvey had attended one or more poetry monthevents, and 15 had participated in an event. Mostimportant in demonstrating that the studentslearned from these events are the students' owncomments. The following are from evaluationsstudents completed after the Ed Bok Lee poetryreading: "The guy had some good poemsincluding controversial content--which wasinsightful"; "I don't even like poetry and I enjoyedit"; "It was really good. Opens people's minds";"Very awesome." Clearly, students learned fromand enjoyed these events.

evelopment of Resources to Promote Student Learning in Plant Materials Courses metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Outcomes Achieved: - improve weekly ID quiz scores which is 40% of astudent's grade for HORT 1315 & HORT 1320

The learning objects developed for HORT 1315 willnot be evaluated until Fall semester, but thelearning objects developed for HORT 1320 wereutilized by the students. I developed practicequizzes for each weekly ID quiz, ten in total. Isaved these quizzes to a CD and required thestudents to check the CD out, by simply signing aclip board. I wanted to know who was using thepractice quizzes. For the first 4 quizzes there wasan increase in the class average score for theweekly ID quiz, but the class average for quiz 5dropped. Why? 1) Fewer


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students checked out the CD. 2) Quiz 5 was theMonday following spring break. The class averagefor quiz 6 was slightly better than Quiz 5. It was atthis time that I decided to develop a different gamefor the students to use. I created a card gameusing an old deck of cards, which was not part ofmy original project. The game was a matchinggame. The students had to match the Binomiallatin name for the plant to the common name forthe plant. The class average for Quiz 7 improved. I compared quiz scores of those who checked outthe CD to those who did not. There was asignificant difference between the two groups. - Easy access to the tools (available in theHorticulture resource room)

I saved these quizzes to a CD and required thestudents to check the CD out, by simply signing aclip board. I wanted to know who was using thepractice quizzes.

- These tools will encourage group study. In thepast students who reviewed plant material in agroup study situation achieved higher scores onthe weekly ID quizzes.

By the end of the semester it was not uncommonto see a group of 5-6 students sitting around acomputer reviewing for the weekly ID quiz.

- Students using the aids will develop study skillsthat can be applied to other classes.

The study groups overflowed into other courses.

- Developed study skills will improve


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student transition from high school to college- Refresh study skills for non-traditional students- Great study aid for students with learningdisabilities

The students using the learning objects weretraditional and non-traditional students. I think thetools were especially helpful for the students withlearning disabilities.

- The above outcomes will improve studentretention

Students seem to be more engaged in learning. They are asking more questions about the plantmaterial being covered.

- Encourage students to complete the MNLACertification Exam by providing some tools toreview for the 250 point plant ID section of theexam.

The learning objects were utilized by the twostudents who were studying for the MNLACertification exam. These students not only usedthe CDs but also used the herbarium samplescollected for HORT 1315 to be used this fall. Bothstudents passed the certification exam with highscores. Certification is not required for our industrybut is strongly recommended. The MNLACertification exam has a 50% pass rate. It is a fourhour exam that requires individuals to score 80%or better to pass.


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- Reusable study tool

The CDs and card games will be used again nextspring. I look forward to students utilizing thematerials I developed for HORT 1315. Collectionand mounting of herbarium samples is tedious andtime consuming.Evaluation Techniques used:In addition to calculating class averages andcomparing the average to previous class averages,I also computed a simple test for significance.

Ethics Teaching Circle metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

As the faculty members met as a group to exploreethical issues related to teaching and learning,each faculty member completed a project thatexamined ethics in his/her classroom, curriculum,and/or discipline. Through the individual projects,each faculty member was able to examinestudents' awareness of ethical issues and students'understanding of how the ethical issues impactedtheir learning. Through student questionnaires andin-class lessons, overall results of each projectshowed that many factors impacted students'perceptions of ethical issues and studentsresponded to ethical issues differently.Nonetheless, in most cases, students expressedthe importance of ethical behaviors and standards.Thus, the faculty members will continue tointegrate ethics discussions and/or lessons in theircurriculum and classroom, so that students will bemore aware of the importance of ethics in theircourse, profession, and everyday lives.

Online Orientation Model for Liberal Arts Course metStudent learning: Was student learning achievedwith regards to increased knowledge of

1.)This project serves as a support resource toincrease retention in online courses. Studies


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concepts and skills? conducted by the e-services MnOnline Council hasfound that the increase of online students willcontinue to grow. The implementation of the newMnOnline AA Degree for Fall '06 serves as animpetus to develop a Guided Tour/Orientation ofD2L, student email, and model course for MCTCstudents and faculty to familiarize them with theonline setting. Several studies defining qualitystandards typically include student services as adomain important to offering an online program orcourse. One example of student services isproviding a tutorial to the online environmentbefore students' entrance to a virtual classroomand during the learning experience. Peerinstitutions that are leaders in offering onlineprograms and courses provide such a tutorial fortheir student population. 2.) Goals/objectives wereachieved as the online orientation was available forstudents and faculty to use at the start up of thefall'06 semester. 3.) The evaluation I havecollected is through a feedback form that I provideto students to complete and evaluate the onlineorientation. Rich and I also have in place an onlinesurvey for instructors to rate the online orientation.Feedback from two semesters of students hasbeen very positive. We have not received anyformal feedback from faculty as of yet. Informalfeeback has also been very positive.

Clinical lab site contract and training metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1. Students were placed at clinical sites to furthertheir learning in EEG studies.2. After compilation of the sites, sttudents wereallowed to choose what site they felt was of mostinterest to them and/or would meet their needs.3. Evalution was completed with an extensive formfilled out by both the students and the sites, as wellas clinical visits from the instructor.


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Mentoring The Urban Child metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

We successfully identified the core knowledge andpulled together current resources from a variety ofsources to create an timely and effective programto train urban mentors.

Incorporation of Podcasting into the MMVP program at HTC metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Our students created a variety of podcasts as amethod for delivering their projects. Often this wasa supplemental deliverable in addition to thestandard submission of their project.

Online Development of a Web-Enhanced course for Math 30 metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The goal of developing a web-enhanced Math 30course is to provide students with more flexabilityand access to the course content. Students couldattend face-to-face lectures in class and review thelecture notes online outside of the classroom.Students have the convienience of asking theinstructor questions face-to-face or online.Students who regularly made use of both theface-to-face and the online content of theweb-enhanced Math 30 course, which I taught inSpring '07, preformed well in the course.

In a last day survey I gave my web-enhanced Math30 students, most all of my students respondedpositively to taking a web-enhanced math courseand would like to take another web-enhanced mathcourse. Most students enjoyed the convienience ofa web-enhanced math course and wouldrecommend a web-enhanced course to a friend.

Online Development of a Web-Enhanced course for Math 70 metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The goal of developing a web-enhanced Math 70course is to provide students with more flexabilityand access to the course content. Students couldattend face-to-face lectures in class and review thelecture notes online


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outside of the classroom. Students have theconvienience of asking the instructor questionsface-to-face or online. Students who regularlymade use of both the face-to-face and the onlinecontent of the web-enhanced Math 70 course,which I taught in Spring '07, preformed well in thecourse.

In a last day survey I gave my web-enhanced Math70 students, most all of my students respondedpositively to taking a web-enhanced math courseand would like to take another web-enhanced mathcourse. Most students enjoyed the convienience ofa web-enhanced math course and wouldrecommend a web-enhanced course to a friend.

Service Learning for Foundations of Physical Education metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The purpose of the project is to include JobShadowing/Service Learning as part of theFoundations of Physical Education course whichwill be introduced Fall '07. The projects then affirmthe conceptions of career pathways in PhysicalEducation.

Evaluation of Civil-3D software for use in the Land Surveying / Civil Engineering program metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

This Award for Excellence did not involve anydirect student contact or direct opportunities forstudent learning.

Automating Intro to Computers/Fundamentals of Computers Using SAM Assessment metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Student learning was achieved in many ways. 1. Through a better understanding ofself-awareness and hands-on testing, students hadthe opportunity to see firsthand, as they weretesting, which skills they were having difficultieswith when using the applications. 2. At the end of the testing, students receivedimmediate feedback regarding whether they hadreached the 85 percent overall score to pass thetest.


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3. Students were given an evaluation form toprovide feedback on the mode of testing and thesoftware regarding objectives being met.

BTEC Online Resource Center for BTEC Administrative, Customer Service Careers and Technology Courses metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The purpose of this project was to create reusablelearning objects that would reinforce the materialcovered in all of the business administrativetechnology courses and additional support fromfaculty within the department.

Civil 3D evaluation metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

not applicable

Increasing HS Printing Partnerships through Class Simulation metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Students were assigned to develop a "business"simulation. They used the various tools available tothem from class sessions to actually check"customer" files. Students had to create their ownCorporate Identification and supportingdocumentation, develop their workflow, and thenimplement their process by "preflighting" otherMnSCU student files.

Students evaluated each other with a ParticipationRubric. Each "business team" gave a presentationon their workflow and supporting material. All of theother teams used a Presentation rubric forevaluation during presentation time.

Operation Matrix metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Our project goals were more specifically directedtoward core competencies and, in some cases, theMinnesota Transfer Curriculum. As such, learningconcepts and skills through improved studentengagement was observed but not evaluated.


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Learning Garden Estimates metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The estimate phase of this project will be sharedwith students as an example of how projects of thisscale are estimated.

BTEC Online Resource Center--Medical Careers metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The goal was to create a BTEC Medical CareersOnline Resource Center that would be part of theBTEC Online Resource Center. This goal wasachieved by the successful completion of theBTEC Online Resource Center that includes theMedical Careers Online Resource Center inDesire2Learn. Instruction/information sheets forspecific medical courses and document formattinghave been developed. In Desire2Learn, theresources for the medical careers students aremedical transcription grammar worksheets and theanswer keys, a bibliography of Web addresses formedical transcription references, a resourcedocument on how to use of the Medical PhraseIndex reference book, medical terminologyhandouts on word joining rules with examples andpractice worksheets, and a resource document forsound-alike letters for medical transcription. Inaddition, general instruction/information sheets areavailable. The BTEC Online Resource Center willbe available to all students taking BTEC coursesstarting the fall 2007 semester. Each semester,students in BTEC courses will be able to use theBTEC Online Resource Center.

Business Administrative Technology (BTEC) Learning Center metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The purpose of this project was to create reusablelearning objects that would reinforce the materialcovered in all of the business administrativetechnology courses with additional support fromfaculty and/or peer tutors within the department.


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Teaching with Web-Enhanced Technology Teaching Circle (Spring 2006) metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?Design and Fabrication of Engineering Classroom and Laboratory Equipment metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The goal of the project as it relates to studentlearning was to expose students to the threedevices while the devices were being designedand fabricated. This goal was met. Students inPhysics 1201, Engineering 2101, Engineering2103 and Engineering 2104 all used at least one ofthe devices in those classes during the 2006-2007academic year.

Active Learning PowerPoint Presentations metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?Service Learning in the Sociology of Social Problems metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?RAP Testing metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?Online Office Hours Using Breeze metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?Effects of Peer Tutoring at Century College, White Bear Lake, MN metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The purpose of this study was to determinewhether or not the "Peer Tutoring Program" offeredby Century College is producing the desired effectsor results, i.e. better grades, higher retention, andcompletion rates. But,with the limited dataavailable, it was not possible to ascertainstatistically with any degree of


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certainty whether or not the original assumptionswere accurate. Examples of this are: • The students who sought tutoring were notrequired to show proof of their student identificationand consequently did not always provide accurateidentification.

• Therefore, when those identification numberswere cross checked with student enrollmentrecords the numbers did not match and as a resultwere not deemed valid. However, it is fair to conclude that for the studentswe were able to track, Peer Tutoring did provide abetter understanding of the assignments andconsequently better grades etc. (see attached:Table 12-"Success/New Success Categories",Table 13-"Average Term & Cumulative G.P.A.Percent of Completed Credits"). So, within thecontext of limited availability of data, the outcomesdid meet expectations.

Patient Simulations metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?Video Resources in SPCH 1021 metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?Simulation Scenario Education and Development, Post-Operative Scenario metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Goal: Develop simulations for the nursingcurricula. Methods/Activities- Analysis of nursingprocess and integration into specific simulationsbased upon curricula and student learning needs.A complete post-operative blood transfusionsimulation scenario has been created as a result ofthis project. It is


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reference-based and follows the National Leaguefor Nursing Simulation Model for teaching andlearning. Also included are learning packets relatedto the scenario for students and faculty, theappropriate order sets, policy and procedures,computer programming for SimMan, andequipment lists. This scenario fits within the firstyear content of operative care and alsoincorporates content such as communication,standard precautions, nursing process, andhands-on skills such as medication administrationand IV care.

Putting Introductory Psychololgy On-line metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The goal was to have on-line IntroductoryPsychology students achieve the same courseoutcomes as their cohort in the face-to-facesections. The strategies to achieve these learningoutcomes in several cases were the same asface-to-face sections, but others needed to beadapted for on-line learning. On-line studentswere evaluated using D2L on-line timed quizzes,graded papers and projects, tutorial completion.

Online Course Conversion: ENGL 0090 metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Students participated in the course weekly byposting in the Discussion area of D2L, attendingBreeze Meetings, taking one or two quizzes,writing weekly journal entries, writing and rewritingmore formal paragraphs and essays.

Technical Engineering Career Day metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The goal of the Technical Engineering Career Daywas to increase high school level students interestin the STEM fields and their awarness of andpossible enrollment in these fields programsprovided at the Hennepin Technical Colleges.

Century Connectors: Student Faculty Mentoring Pilot, Spring 2007 metStudent learning: Was student learning achievedwith regards to increased knowledge of

Two of the goals were to 1) help provide studentswith academic and personal support


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concepts and skills? and 2) help provide additional resources forstudent success. These goals were completedthrough consistent meetings throughout thesemester that enabled faculty connectors to workwith student mentees on academic and personalconcerns and to connect students to resources oncampus. A survey was completed at the end of thesemester that examined students' perceptions ofthe mentoring pilot. In their qualitative responses,most of the students reported that they hadconversations about academic and personalconcerns with their faculty connectors andexpressed that they were satisfied with theacademic and personal support provided by theirfaculty connectors. In addition, faculty memberscompleted a final mentoring evaluation in whichmany reported that they referred students tospecific campus resources. Overall, most of thestudents expressed that their faculty connectorswere a valuable resource for them.

Math/Science Symposium metStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1) As stated in MNSCU's action plan: PROMOTEINCREASED PARTICIPATION IN SCIENCE,TECHNOLOGY, ENGINEERING AND MATH,KNOWN AS STEM, FIELDS. • To encourage current students who areconsidering majors in these technical fields,thereby improving retention in these academicprograms.• To reinforce what a good place to start ourcollege can be for math and science majors.This project encouraged the following groups ofstudents by explaining the purposes of thesymposium and highlighting achievements of ourpast students in STEM careers (10 hours):a) present students - visited math and computerscience classes and gave personal invitationsb) Visited two student organizations and


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presented symposium ideas - Phi Theta Kappaand Mu Alpha Theta, honor mathematics society• To make prospective students aware of careerspossible and courses they should be taking toincrease their chances of success.• To reinforce what a good place to start ourcollege can be for math and science majors.c) prospective students - cards distributed at localhigh school job fair d) all concurrent math students were invited andtheir high school teachers made aware of theprojectI developed a questionnaire to measure impact onstudents, including affective domain questions. See Attachment #1.

Metro Alliance Baccalaureate Expansion Plan otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Grant focus was on increased access of studentsto generic and postbaccalaureate nursingeducation.

Entering into Assessment otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

At the beginning of this project, I wasn't sure whatto expect to come from it. My goal was to preparemyself to be a leader in our college's endeavor tobegin reviewing our student learning outcomes,and how we measure the success of students. Ibelieve that this is definitely a continuum. I havelearned a great deal about who we are as acollege, and what steps are needed to do thiswork. I have also learned that we need to followour own path on this journey. We cannot just pickup a manual and follow someone else's lead; fromall the sources I've read, I've learned that we musthave the support form our administration, ourstakeholders and all our faculty and staff. I havealso read material that didn't seem to tie into ourproject, but after examining it closely, I found bitsand pieces that we will be able to use.


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Metro Alliance Baccalaurate Expansion Plan otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Our focus was on a seamless education fornursing students moving from an ADN to a BSN.The intent is to meet industry and populationdemands for more highly educated nurses.

Early Childhood Degree - Program Development otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Not Applicable

Student Learning Outcomes Committee otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

I am convinced that eventually the efforts of thisproject will positively impact student learning. Ibelieve that our involvement in the HLCAssessment Academy will very positively impactstudent learning. As mentioned in the summary, ihave taken the intiative to prepare the applicationfor the assessment academy and I have made afour-year commitment to this adventure.

Best Practices in Assessment otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

With all staff working on assessment, the feeling isthat students will certainly benefit both short andlong term. Improvement of student learning is themajor emphasis here.

Metro Alliance Baccalaureate Expansion Plan otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Grant focus was on increased access of studentsto generic and postbaccalaureate nursingeducation.

Lifelong Learning Part II otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The overall goal of this project, as stated in Part I,was to create from scratch a lifelong learningprogram that will allow Inver Hills to provideeducational opportunities in a variety of areas toseniors in our community. In this portion of ourproject, the goal was to complete the project, whichmeans that we would have an up and runninglifelong learning program by the time


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the project was finished.

The goals have been achieved. The program isready to go in Spring 2007. Courses are set up,marketing materials are ready to be mailed,addresses are gathered, committees and full andhealthy, and a part-time director has been securedfor Spring semester.

As stated in Part I, the project directly supportsInver's mission, which includes mandates to helpstudents "lead purposeful lives, contribute to a vitalsocial and economic community, and pursuelifelong learning." There are many benefits that cancome from having a lifelong learning program atInver Hills. Such a program will enhance the levelsof intellectual curiosity on campus, both for facultyand students; it will add diversity to our campus;and it will help us fulfill our responsibility to act asan educational resource for our wider community.This program would tie the needs of ourcommunity to the expertise of our school andwould serve as a community ambassador for InverHills. The program could also enhance communitysupport of Inver Hills in other ways, includingfinancial donations, attendance at college events,and an increase in the number of younger familymembers in our area who are encouraged to enrollat Inver Hills.

Clearing the Path to Success otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Pre and post test will be evaluated for learneroutcomes.

Staff Wellness otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

N/A


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Virtual Ethanol Process Simulator Operating Procedures otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The Ethanol Process Simulator will be used SpringSemester 2007 in the RNEW1155 ProcessOptimization course offered at Minnesota WestCommunity & Technical College as part of theRenewable Energy Technology program. For thefirst time ever, in the history of ethanol processtraining, students will have access to computerizedsimulation that gives the look and feel of operatingan entire ethanol facility.

International Wood Firing Conference and Workshop otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Conference and Workshop Course Outcomes:Demonstrate local and international collaborationsin the ceramic arts where positive relationships aremade between cultures and individuals and whereconcepts of diversity are experienced. Demonstrate the ability to receive technical,cultural, perceptual and emotional influence fromothers allowing it to enhance individual artisticexpression. Demonstrate advanced ability to produce ceramicforms with a particular composition, subject matter,expressive character or expressive content.Demonstrate intermediate and advancedknowledge of ceramic media, tools techniques,forming processes, clay and glaze chemistry andkiln firing. Demonstrate intermediate and advanced ability toknow, understand, and apply specific criteria formaking aesthetic judgments in a critique setting.

CACTUS otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?


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Nursing 1200: Transcultural Nursing: Community and Global Connections otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

purpose of the project was to develop a course,course has not been implemented yet

Alexandria Body Sugaring otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Students will learn the skill and knowledge of thecourse after they have completed the 2 day coursein spring 07.

The Art of Clipper cutting otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Students will learn the skill and knowledge of thecourse after they have completed the 4 day coursein the spring of 2007

Airbrushing Techniques otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Student learning will be assessed after the 30 hourcourse is completed in spring 07.

Creation of Re-usable Learning Objects for use in General Chemistry otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The project was to create the five Learning Objectsand an online assessment tied to the objects.Through the use of the Learning Objects, we arelooking to increase student understanding inDimensional Analysis, Chemical Formula Writing,Nomenclature, Balancing Equations andStoichiometry. Since the goal was the creation ofthese objects, the measurement of studentlearning will be a post-project goal. I will be usingthe objects in chemistry 1101 during Fall Semester2007.

Interdisciplinary film studies otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Course yet to be offered

Community Health Worker Program otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The long-range goal for the CHW project was theenrollment, graduation, and employment of 20students in the first semester of offering theprogram. When the program started in


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January 2007, 10 students were enrolled in the firstcourse of the program. Although we did not meetthe goal of having 20 students, the enrollment of10 students is a good start for a new program thatstarted midyear. The objectives for the CHW project were asfollows:1.Establishment of appropriate communityInternship sites that will support placement of 20Community Health Worker students. This objectivewas met in the following way: Since beginning thisproject, I have met with, and/or contacted 15community organizations who expressedwillingness to host 1 - 2 CHW students forInternship.2.Development and distribution of brochures andinformation sheets regarding this new offering atInver Hills. This objective was met in the followingway: I developed a CHW Program InformationSheet (attached to report) and a "Frequently askedQuestions" sheet (attached to report) that Idistributed to a wide range of community basedorganizations for dissemination to staff and/orclients. These were also distributed to currentstudents at Inver Hills in the Human ServicesProgram and Nursing Assistant Program. Inaddition to these, a Program Brocure (attached toreport) was developed by the MarketingDepartment at Inver Hills in collaboration withmyself. The brochure was distributed to communitybased organizations, workforce centers, andprospective students through a college wide OpenHouse and two separate Info Session specific tothe CHW Program. In addition to the above,articles about the CHW Program were published inInnovations (an Inver Hills publication) as well aslocal and city newspapers.


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3.Development of a web page for the CommunityHealth Worker Program that individuals can link tofrom Inver Hills' home page. This objective wasmet as follows: A link was added to the Inver Hillsweb site home page that takes individuals toinformation about the CHW program.4.Recruitment and hiring of qualified faculty whohave the knowledge and experience to providesuccessful implementation of the curriculum. Thisobject was met. Teaching of the CHW curriculumwill be done by two experienced CHW instructorsas well as a nursing instructor with extensive publichealth experience. The Internship will becoordinated by myself since I have establishedrelationships with community organizations. I havealso been involved with the CHW Project from its'beginning, and have worked with CHW's in thepast.

Writing Assessment Pilot Project otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

This project was a pilot project, so it will benefitstudents in the future.

Virtual Lab Project otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

This is unknown at this point.

Establishing a New Line of Psychological Inquiry for Student Involvement otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Student learning outcomes were demonstrated intwo respects. First, one student research assistanthelped to develop the measure and evaluate itsreliability and validity by collecting data on itsclarity and validity (through questionnaires andfocus groups). She showed an increased ability tounderstand and carry out the process ofpsychological research and an increasedknowledge of how to evaluate such a measure asa result. The students involved in


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providing data on clarity and validity alsoexpressed a greater appreciation for understandingpsychological research methods and the scientificbasis of Psychology as a discipline.

Development / Building of a law enforcement training facility otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1) Goals:a. Provide a safe learning environment forstudents b. Enhance student learning by have multipleoptions on campus.2) These goals and objectives can not be attaineduntil the building is actually built.3) N/A

NXT Robotics Investigation / Development otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Academic Affairs has approved the robotics class.We are waiting the approval of the proposed NXTRobotics summer camp.

Setting Placement Scores for English Department Classes on the new ACCUPLACER Test otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Student learning will not be able to be assesseduntil fall semester when students taking theseplacement tests are placed into classes. At thatpoint, the English department will revisit this topicto determine if the cut scores have been set at theappropriate levels.

Online FAQ for NHED Chemistry Students otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The student learning will be evaluated after agroup of students has been through the pilotcourse and done an evaluation. After themodification of the project and the successfulcompletion of it, students will be working with thismaterial in Fall '07 classes. Assessment ofstudent learning is not possible at this time.

Secondary communication and articulatiion otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

High School Articulation


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mentoring program for adjunct & part-time faculty otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

We can assume this goal was met, but we have noway to measure it because student evaluations areprivate bewteen teachers, students, and the dean.

Formal class evaluations were given at midterm inthe fall; a one-month evaluation was given in thespring. Each short-term faculty member hadclasses evaluated at the end of the semester aswell, as all faculty do. The five-and-five briefevaluation was also presented to short-term facultyas an option for quick feedback. All evaluationswere conducted through the Research andPlanning office.

NB: instead of using the words "adjunct" or"part-time" faculty, I have used the words"short-term" faculty.

Metro Alliance Baccalaureate Expansion Plan otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?mentorship otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

N/A for this project

Mentorship otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

N/A for this project.

Customer Service Online Certificate Development otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?Writing in the Sciences and Nursing otherStudent learning: Was student learning Outcome: Agreements made with all divisions


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and administrative branches about what theresponse to the problem should be. Evaluation:Agreements and plan delivered to Awardcommittee.

Co-teaching in a Paired /Speech-Writing Learning Community otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

•Students will better recognize and understand therelationship between speaking and writing•Students will experience reduced stage fright andwriter's anxiety•Students will see the value in cooperative learningand thus create a support system for themselveswithin the class

Peer Mentoring and Improving Student Learning otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Goal to increase critical thinking skills in studentlearning.

"The Mishomis Book", an operetta otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

1) Student learning opportunities will be enhancedby the interdisciplinary project made available bythe creation of the operetta score.

Research need for community college based for-credit Health Care Interpreter program otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

This project was to do grassroots research withinthe community to determine if a community collegebased, for credit health care interpreter trainingprogram is appropriate at this time.

R U Ready for College-Level Writing otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

NA--this project did not involve currently enrolledstudents. Area high school sophomores in selectedEnglish courses volunteered to participate in awriting assessment, along with their instructors,who also served as evaluators. For more detailson the project, please review the attached Worddocument.

Customer Service Online Certificate Development otherStudent learning: Was student learning achievedwith regards to increased knowledge of

Not part of the scope of this project


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concepts and skills?Diesel Truck Program otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The students have started to sign up for the newprogram, and present students want to expandeducation area.

Boundary Waters Historical Exhibit otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

This project provides the basis for future studentlearning

FrenchCultureCurriculum otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?Graphic Design - Program Standard's Portfolio otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

This portfolio is to be put into implementation in thesummer - fall of 2007. Student learning is expectedto be impacted in a positive way in that thestudents in our courses will see in a visuallyconcrete way what the expectations of each courseoutcome look like physically.

Online Audio Lectures otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

I plan to implement these lectures during thesummer session of 2007. With that said, I havebeen able to do a 'trial run' with a few lectures andthe students seem better able to retain theinformation, as they can listen at their own pace.

Develop an online course titled "Introduction to Nondestructive Testing" otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

This is a pilot project which will be introduced"Summer" session 07.

New Screenwriting and Producing Degrees/New cinema Division otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?Summer Camps otherStudent learning: Was student learning Goal #1 was to increase awareness of


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technology/trade programs and employmentopportunities. Although the students didn't actuallyattend the summer camp, the distribution of theflyers during the BPA competition and career fairsnade students and counselors aware of theofferings on our campus. Approximately 750 flyersand 50 poster were printed and distributed. Goal #2 and #3 were to increaseenrollment/retention in our programs. Through thevisibility of our flyers and posters potential studentswould identify our college as a viable option fortheir future education. Goal #4 was to introduce the campus environmentto HS students. Students that attended the careerfairs as well as the BPA competition were able toexperience the campus community and ourofferings.Goal #5 was to create relationships with facultyand staff at our college andcounselors/administration/teachers at the HighSchool level.This goal was achieved as severalcontacts were made with over 18 high schools andbusiness contacts in area communities.

Drugs in the Community an On-Line Course otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?Mock Crime Scene for Digital Investigations otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?Computer Forensics online course otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The course will be offered in Fall 2007 for the firsttime and is expected to be well received.

APA Formatting for MCTC Nursing Pathway otherStudent learning: Was student learning Unknown at this time. The power point


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presentation will be utilized for the first time forstudents in NURS 1850 Transcultural Nursingduring Summer Session 2007.

Data Communication Online Course Development otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

This is a development project therefore student'soutcomes are yet to be measured. However, theproject's goal is to provide students with moreflexibility and the ability to learn course contentwithout the traveling requirement and strictclassroom meetings.

Summer Camps otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Goal 1: Although students didn't actually attend thecamp to increase awareness of the program andemployment opportunities, they and counselorswere certainly made aware of the programs offeredon our campus. Approximately 750 flyers and 50posters were printed and distributed.Goals 2 and 3: (Increase enrollment and retention)Through the prevalence of advertising media,students were exposed to the program/collegeofferings.Goal 4 (Introduce campus environment to HSstudenst) Students who attended the career fairand BPA experienced the campus community andofferings.Goal 5 (create realationships with HS counselors).Goal was achieved through the contact made withcounselors at Career Fair and BPA. Eighteencounselors were involved in these two programs,and all were told about the summer camp.

Summer Camp otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The goal was to increase awareness oftechnology/trade programs and employmentopportunities. Although students did not actuallyattend summer camp, the distribution of the flyersduring the BPA competition and the


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career fairs made students and counselors awareof the offerings on our campus. Approximately 750flyers and 50 posters were distributed.

Goal #2 & #3 were to increase enrollment andretention in our programs. Through the visibility ofour flyers and posters, potential students wouldidentify our college as a viable option for theirfuture college plans.

Goal #4. To introduce the campus environment topotential students and through the regional BPAand the high school career days, students wereable to experience our campus opportunities.

Goal #5 This goal was achieved with over 18 highschools involved in the BPA and high schoolcareer days.

Becoming a New Teacher otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

This objective was met indirectly. The retreatexperience was for faculty members only, but allparticipating faculty had the opportunity to reflectupon their teaching, teaching philosophy, andteaching practices. Hopefully, some of theteachers will make some changes to their currentways of teaching.

Shamanic Studies Program otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?CHEM 1020 Instructional Support Handbook otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

This semester was spent creating the instructionalsupport manual, which we believe will lead toFUTURE increased student learning.

Development of a Handbook of Guidelines for Science and Math A.S. degree Programs and Articulation A otherStudent learning: Was student learning Since the project involved development of a


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resource about the A.S. degree programs, thisdoes not directly relate to measuring the studentlearning. However, the anticipation is that throughthis handbook, A.S.Degree Program students willhave information in advance about the courseobjectives, concepts and skills to be covered inthe courses, when they are offered, highereducation and employment examples that requiresuch knowledge and skills. Hence it is anticipatedthat this would enable students to focus and planon learning things better.

Research on and Application of Audience Response Technology otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Although it is presumed that if/when ARS areincorporated at HTC student learning will be anoutcome, it was not the goal of this project todirectly influence student learning as much asfaculty awareness.

Oral Communication for Allied Health and Nursing otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The purpose of this project was to create a futureESL listening/speaking course for students ofeither Nursing or Allied Health programs to helpstudents improve effectiveness of communicationwith clients/patients. This is a need that is notcurrently being adequately addressed.

Development of Introduction to Sleep and Rest for Online Delivery otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Student learning will be evaluated when the courseis offered in Summer and Fall 2007.

Clinical sites for HERB 2200 and HERB 2400 otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

These will be anticipated to be met when thecourses are offered.

Photography Program Reevaluation otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

This project was used to reevaluate the existingprogram and to make changes for Fall 2007 classschedules. Through meeting with


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advisory committee members, attending industryworkshops and discussions with full-time facultyand adjunct faculty. Those changes were made ontime and were available to students enrolling in Fall2007 classes. All recommendation that were madehave been implemented.

Increasing Quality of Instruction Through Standards and Criteria of Excellence otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

We anticipate enhanced student learning will beacheived once the courses are taught using theupdated syllabi.

Live Sound Reinforcement Award Option - Phase 1 otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Student learning will be enhanced as a result ofnew career and education offerings as a result ofthis research. Evaluation techniques used toassess this response were determined by applyingfoundational teaching pedagogy.

Theory in the Smart Classroom otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Though presentation of the "product" will be testedFall, 2007, I am expecting high results. TYpicallystudents in Theory classses have no direction as tohow to organize their notes. The new lectureformat of this class will most certainly enhancethat.

ASL Redesign otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Learning outcomes will be determined in the futureafter students complete the redesignedcoursework.

eFolio Teaching Circle (Spring 2006) otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

This teaching circle focused on various ways topresent oneself and information with an eFolio.

Conversion of a Traditional ENGL 1021 Course to a Fully Online Course otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The scope of this project was to design the course. Although I have designed the course with theintentions of increasing students' knowledge ofconcepts and skills, I will only be able to fullyassess this during and after the


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the offering of the course.Leveraging College Resources to Advance Learning in STEM Fields otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Only related objective was holding a summerSTEM camp. Campers did demonstrate anincrease in knowledge of technical careers andtechnical problem solving skills, seecourse/curriculum design question.

Introductory Chemistry Online Assignments otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

There was no set goal for a measurement ofimproved student learing, but the class averageincreased about one-half letter grade over the priorsemester.

Conversion of a Traditional ENGL 1022 Course to a Fully Online Course otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The scope of the project was to develop the onlinecourse. I designed the course with the intention ofincreasing students' knowledge of concepts andskills, but the fulfillment of this intention cannot beverified until the course has taken place.

SEEDfolks (Spring 2006) otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

The scope of the project was for faculty to grow intheir awareness and understanding of diversity.

Live Sound Reinforcement Award Option - phase II otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

Student learning will be enhanced as a result ofnew career and education offerings as a result ofthis research. Evaluation techniques used toassess this response were determined by applyingfoundational teaching pedagogy.

Child Development Program Accreditation otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

We haven't been able to measure this yet - we arestill in the process of gathering information. However through this process we know where weneed to go.

Lab construction rebuild/safety&upgrade otherStudent learning: Was student learning achievedwith regards to increased knowledge of

Projects will become more meaningful andstudents should be able to move forward at a


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concepts and skills? faster pace.Medical Careers Land-Based Resource Center otherStudent learning: Was student learning achievedwith regards to increased knowledge of conceptsand skills?

This is to be determined during fall and springsemesters for FY 2007-2008.

Totals: 396 records printed