SlideShare a Scribd company logo
1 of 175
Download to read offline
Awards for Excellence Outcomes
 Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills?


10/22/2007                                                                                                                                Page 1 of 175


Project Title                                                                                             Outcome Rank
Outcome Id                                        Outcome Comments

RCTC International Business Reusable Learning Object Repository                                           below
Student learning: Was student learning achieved  The anticipated outcomes of the project are as
with regards to increased knowledge of concepts  follows:
and skills?
                                                 • The student will have a greater understanding of
                                                 the global economy and its impact on their
                                                 personal and work-life.
                                                 • The student will have a greater understanding of
                                                 different cultures and values, how they impact
                                                 perspectives.
                                                 • The students will feel more involved within the
                                                 campus community as they participated and
                                                 collaborated with instructors in development of the
                                                 project.
                                                 • Greater collaboration between business and
                                                 economic faculty.

                                                  The evaluation plan was comprised of a feedback
                                                  mechanism that measured the student's
                                                  understanding of the global economic and
                                                  business environment of development, and the
                                                  students use of the RLO depository.

                                                  A five question essay examination (10 points total)
                                                  was administered to sections of Introduction to
                                                  Economics, Microeconomics, and
                                                  Macroeconomics. A voluntary bonus assignment a
                                                  total of 67 students participated. Each class was
                                                  randomly assigned into two groups. The first
                                                  group(Study Group) was provided access to the
                                                  D2L space and asked to evaluate three specific
                                                  sections of content (20 minutes total) and then take
                                                  the online quiz. The second group(Control Group)
                                                  was NOT provided access to the D2L space and
                                                  were assigned to view an online video (18 minutes
                                                  total) on airline transportation issues and then take
                                                  the online quiz.
Awards for Excellence Outcomes
 Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills?


10/22/2007                                                                                                                                Page 2 of 175


Project Title                                                                                              Outcome Rank
Outcome Id                                         Outcome Comments

                                                   The quiz results were graded blind, without group
                                                   designation. The statistical results showed that
                                                   those students with access to the D2L International
                                                   Business Reusable Learning Object Repository
                                                   scored statistically higher than those students that
                                                   did not have access. While statistically significant
                                                   the difference was less than expected and the RLO
                                                   access was not a robust predictor of performance
                                                   on quiz
PASS - Preparing Strategies for Success                                                                    below
Student learning: Was student learning achieved    Outcomes
with regards to increased knowledge of concepts
and skills?                                        • Enroll a minimum of 10 and maximum of 30
                                                   students into the workshop:

                                                   12 students registered for the seminar
                                                   Only 4 students attended half or more of the
                                                   scheduled sessions.


                                                   • 85% of the participating students- those
                                                   attending 6 or more sessions - will achieve a GPA
                                                   of 2.0 or better for Fall semester:
                                                   3 of the 4 regular attendees (75%) achieved a Fall
                                                   semester GPA or 2.0 or better.
Adding a service learning component to Phil 1101                                                           below
Student learning: Was student learning achieved    OBJECTIVES 1. Learn Plato's critique of
with regards to increased knowledge of concepts    democracy and formulate objections to it; 2.
and skills?                                        formulate a reasoned and clear personal view
                                                   about the moral status of democracy as a form of
                                                   government; 3. learn the essential philosophical
                                                   skills of listening to countervailing views of others
                                                   and interpreting them charitably so as to form a
                                                   synthesis at least to some degree with one's own
                                                   view; 4. learn how to construct an objection to an
                                                   argument and then a reply to an objection; 5. learn
                                                   to see questions about the form of government as
                                                   moral
Awards for Excellence Outcomes
 Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills?


10/22/2007                                                                                                                                Page 3 of 175


Project Title                                                                                           Outcome Rank
Outcome Id                                    Outcome Comments

                                              questions; 6. acquire a subtle understanding of
                                              different sorts of human and special rights,
                                              democratic freedoms, and abuses of democracy;
                                              7. to help students be better able to distinguish
                                              political freedom from economic freedom. HOW
                                              GOALS WERE ACHIEVED The service
                                              opportunities were with the Jane Addams School
                                              for Democracy and WATCH (family court
                                              monitors). Both service opportunities provided the
                                              opportunity to help immigrants and the
                                              underpriviledged make democratic institutions work
                                              for them, and to thereby observe various forms of
                                              misfunctioning of democractic institutions. Both
                                              service opportunities provided the chance for
                                              service students to discuss the issues they were
                                              engaged in working on from a moral perspective,
                                              and thereby also helped them to see themselves
                                              as stakeholders in the success of government. In
                                              the case of the Jane Addams opportunity, students
                                              also had the opportunity to engage in such
                                              discussions with other college students from
                                              different schools. Service students working with
                                              Jane Addams participated in discussion circles in
                                              which a moderator brings equity to the discussion,
                                              and in the case of WATCH, students would be
                                              witness to court proceedings constituted by a
                                              careful and fair sorting out of competing views. In
                                              writing their service reflection journal, service
                                              students were required to compare conflicting
                                              notions about of freedom, inequality, civil and other
                                              rights, democratic ideals, and individual
                                              participation in democratic institutions, conflicting
                                              conceptions garnered from their service
                                              experience, which would serve as an object lesson
                                              in comparing the relative merits of opposing views
                                              using the argument-objection-reply structure. Also,
                                              learning first-hand about the human effects of
                                              policy and institutional
Awards for Excellence Outcomes
 Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills?


10/22/2007                                                                                                                                Page 4 of 175


Project Title                                                                                                Outcome Rank
Outcome Id                                         Outcome Comments

                                                   behavior made it easier to see policy questions as
                                                   moral questions (as opposed to mere statistical or
                                                   factual questions). Finally, students would have
                                                   seen the plasticity of governmental institutions,
                                                   shaped by the will of the enfranchised. HOW
                                                   GOALS WERE ACHIEVED Since no student
                                                   completed the service requirement, dropping out
                                                   before the required number of hours was met, it is
                                                   impossible to evaluate the result for student
                                                   learning of the service learning component. I had
                                                   planned on using the service reflection journals,
                                                   comparisson of service with nonservice students
                                                   on examination questions geared to Plato's critique
                                                   of democracy and replies to Plato's position,
                                                   measuring the degree to which superficial and
                                                   idealized notions of democracy (or its problems)
                                                   were still found in the term papers of service
                                                   students, and keeping track of the qualitative
                                                   differences between service students and
                                                   nonservice students in terms of their respective
                                                   contributions to class discussions. Again, since no
                                                   student completed the service requirement, the
                                                   results are inconclusvie.


Adding a service learning component to Phil 1160                                                             below
Student learning: Was student learning achieved    OBJECTIVES:
with regards to increased knowledge of concepts    1. Learn the different versions of the elemental
and skills?                                        concepts discussed in class (representation, place
                                                   in art history, expression of emotion, artist
                                                   intention, aesthetic properties, form, cultural
                                                   background, political significance) and see
                                                   distinctions amongst them
                                                   2. Apply the definitions as definitive of art and
                                                   identify counterexamples
                                                   3. Evaluate the definitions as stating an ideal for art
                                                   4. See how the definitions help form a vocabulary
                                                   for art criticism
Awards for Excellence Outcomes
 Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills?


10/22/2007                                                                                                                                Page 5 of 175


Project Title                                                                                            Outcome Rank
Outcome Id                                    Outcome Comments

                                              5. Construct an evaluation scheme for art informed
                                              by the definitions and examples from class
                                              6. Understand, construct, object to, and defend
                                              arguments for these concerning the nature of art,
                                              the significance of art and artistic practice, the
                                              significance of the elemental concepts for
                                              interpreting and appreciating art works, the
                                              questions of whether readymades (or Pop Art, or
                                              Dada, or conceptual works) are works of art at all,
                                              and similarities and differences amongst the
                                              artistic disciplines
                                              7. Have an appreciation of how the historical,
                                              cultural, institutional, and critical contexts of a work
                                              help to determine its artistic merit.
                                              HOW GOALS WERE ACHIEVED
                                              Each service opportunity made students privy to
                                              discussions amongst artists, juries, patrons, and
                                              critics about the nature and merit of works of art.
                                              Each service opportunity exposed students to
                                              works representing both traditional and
                                              nontraditional artistic values. Each service
                                              opportunity provided students with conceptual
                                              distinctions drawn as part of critical commentary
                                              about arworks they were exposed to during their
                                              service. And each service opportunity was offered
                                              by a large-scale arts organization, so students had
                                              the opportunity to learn about the institutional
                                              values and prejudices that help form the
                                              expectations of the contemporary art world.
                                              Though all of these means were available to
                                              students who participated in service, there was no
                                              difference, at least by my measures (described
                                              below), between service students and non-service
                                              students in terms of achieving the learning goals
                                              mentioned above. However, the service learning
                                              student sample was too small to be representative,
                                              so the results of evaluation must be regarded as
                                              inconclusive.
Awards for Excellence Outcomes
 Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills?


10/22/2007                                                                                                                                Page 6 of 175


Project Title                                                                                                Outcome Rank
Outcome Id                                           Outcome Comments

                                                     EVALUATION TECHNIQUES
                                                     I compared notes from class discussion,
                                                     distinguishing between service and nonservice
                                                     students, to see whether service students made
                                                     new, unexpected, more incisive, or more subtle
                                                     contributions. I found that they did not. I
                                                     compared the term papers of service and
                                                     nonservice students, looking for a difference in
                                                     terms of depth of analysis and livliness of
                                                     examples; again I found no clear advantage to
                                                     service. I also compared answers to essay
                                                     examination questions, looking for greater
                                                     achievement of the goals listed above as
                                                     represented in essay answers to detailed
                                                     questions concerning the eight elemental
                                                     concepts, and again found no advantage to
                                                     service. Again, however, no firm conclusions can
                                                     be drawn given the sample size.
Podcasting for Math 1100, College Algebra and Probability – Capture and Br                                   below
Student learning: Was student learning achieved   good
with regards to increased knowledge of concepts
and skills?
 International Higher Education Connection                                                                   exc
Student learning: Was student learning achieved   The main outcome, which is in line with the
with regards to increased knowledge of concepts   strategic planning goals of our institution, is to
and skills?                                       enhance and maintain diversity within our College
                                                  Community. This outcome was measured by the
                                                  number of institutions that I visited during this
                                                  project (10).
Independent Research Summer Program                                                                          exc
Student learning: Was student learning achieved   1. To search, read and synthesize the most
with regards to increased knowledge of concepts   relevant research data from scientific journal
and skills?                                       articles that pertain to their own laboratory
                                                  research and selected laboratory research project.
                                                  <br><br> This objective was achieved by providing
                                                  research literature training for the initial week of the
                                                  program, at ARCC, by biology faculty, utilizing
                                                  granted access to the U of M
Awards for Excellence Outcomes
 Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills?


10/22/2007                                                                                                                                Page 7 of 175


Project Title                                                                                           Outcome Rank
Outcome Id                                    Outcome Comments

                                              virtual libraries to obtain recent scientific
                                              publications. IRSP students were required to
                                              develop and present a small seminar presentation
                                              on own lab research literature at the completion of
                                              the training. This objective assessment was
                                              accomplished by evaluating students on how
                                              familiar they have become with their future lab
                                              research, utilizing a developed rubric.<br><br>
                                              2. To prepare and successfully engage in a
                                              competitive interview process with several principal
                                              investigators to be admitted into a research
                                              laboratory that matches their research interests.
                                              <br><br>This objective was not pursued per
                                              recommendation of the CBS Dean, Dr. Wright,
                                              from the U of M. Instead, students were matched
                                              to their respective labs by ARCC faculty based on
                                              their research interests. <br><br>
                                              3. To develop a research project hypothesis, in
                                              collaboration with their research mentor, after
                                              appropriate relevant scientific literature background
                                              analysis and review. <br><br>This outcome was
                                              achieved by Student/Research mentor and
                                              student/ARCC faculty discussions during the first
                                              two weeks and two biweekly peer review meetings
                                              respectively. The scope and validity of the
                                              research hypothesis was evaluated by peers and
                                              ARCC faculty during the first two meetings under
                                              appropriate developed rubric. Students were able
                                              to reformulate a specific hypothesis and question
                                              after these discussions and peer review.<br><br>
                                              4. To develop essential and cutting-edge
                                              laboratory research skills that allow investigation
                                              and production of scientific data designed to
                                              address the proposed hypothesis. <br><br>
                                              5. To successfully apply the scientific method in
                                              the context of the gathered research data to
Awards for Excellence Outcomes
 Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills?


10/22/2007                                                                                                                                Page 8 of 175


Project Title                                                                                           Outcome Rank
Outcome Id                                    Outcome Comments

                                              accept or reject the research project
                                              hypothesis.<br><br>
                                              6. To engage in meaningful peer review
                                              discussions designed to foment and promote
                                              student learning through exchange of ideas and
                                              presentation of partial data, aiming to address
                                              potential setbacks and experimental design
                                              difficulties. <br><br>
                                              7. To successfully and periodically present their
                                              own partial research data, and/or research articles
                                              pertinent to research projects, and/or significant
                                              research discoveries to peers and ARCC faculty.
                                              <br><br>These objectives (4-7) were achieved by
                                              conducting the ten-week laboratory research
                                              project. Research skills, production and
                                              interpretation of data were assessed periodically
                                              by peers and faculty during peer review meetings
                                              (second through fourth meetings) utilizing peer and
                                              faculty evaluations. Students were required to
                                              share their data and findings with the group and
                                              obtain feedback and questions from their peers
                                              and faculty EVERY MEETING. The first two peer
                                              review meetings were devoted to informal data
                                              sharing and review while the last three meetings
                                              were dedicated to formal PowerPoint presentation
                                              of research project data (including background and
                                              conclusions information). Student assessment
                                              through communication between ARCC faculty and
                                              U of M research mentors was also conducted
                                              through informal communication electronically.
                                              <br><br>
                                              8. To develop scientific writing skills and scientific
                                              peer-review publications preferred style and
                                              format.<br><br> This outcome was achieved by
                                              the completion of a research thesis paper at the
                                              end of the experience. ARCC and Research
                                              mentor assessed the quality of the work with same
                                              develop rubrics for a pass or fail.
Awards for Excellence Outcomes
 Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills?


10/22/2007                                                                                                                                Page 9 of 175


Project Title                                                                                           Outcome Rank
Outcome Id                                         Outcome Comments

Investigative Classroom Experiences in Psychophysiology                                                 exc
Student learning: Was student learning achieved   • Specific skills and knowledge necessary to
with regards to increased knowledge of concepts   successfully operate a BIOPAC MP40 were
and skills?                                       developed by the instructor and students. They
                                                  include 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 eye
                                                  blinking during cognitive and motor activities.
                                                  Methods for teaching these skills to students were
                                                  developed and implemented. Students have
                                                  successfully applied these skills in investigative
                                                  psychophysiology sessions in the classroom.

CAT                                                                                                     exc
Student learning: Was student learning achieved 1
with regards to increased knowledge of concepts . To assess value ofwriting peer groups
and skills?
Learning Community: EXSC 1500 Hiking and Snowshoeing and HLTH 1104 Contemporary Health                  exc
Student learning: Was student learning achieved 1. Goal/Objective: To integrate critical thinking and
with regards to increased knowledge of concepts experiential education into the classroom. 2. To
and skills?                                     accomplish this goal I piloted the classroom
                                                activities in a course which is currently being
                                                offered. Students were given a packet of
                                                questions which identified specific chapters
                                                covered in the textbook. They were instructed to
                                                not work ahead and answer the questions. Upon
                                                arrival to class students were asked to briefly
                                                answer questions that correlated with the chapter
                                                being discussed in class for that day. I then lead
                                                students in an activity which was selected to align
                                                itself with the topic of discussion for the day. The
                                                activity emphasized the concepts of the questions
                                                just answered. Once the activity was completed a
                                                time of reflection was facilitated which focused on
                                                the connections between questions and activity.
Awards for Excellence Outcomes
 Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills?


10/22/2007                                                                                                                               Page 10 of 175


Project Title                                                                                            Outcome Rank
Outcome Id                                        Outcome Comments

                                                  Utilizing this strategy prior to lectures allowed
                                                  students to become interested in the concepts prior
                                                  to classroom lecture time. This also gave students
                                                  the opportunity to discover the connections of
                                                  material to real-life and global issues. Students
                                                  were much more engaged when I conducted these
                                                  activities prior to the lecture. Once the lecture
                                                  portion was completed the instructor asked
                                                  students to go back to the questions and complete
                                                  their answers utilizing the knowledge and skills
                                                  they have obtained from the classroom activities
                                                  and lecture.
                                                  3. The evaluation technique used to determine
                                                  success, was that students were much more
                                                  engaged in lecture discussion than previous
                                                  classes. Students having time to think about the
                                                  topic prior to the lecture and then allowing them
                                                  time to process at the end showed the connections
                                                  students made between knowledge, behavior
                                                  change, and life skills. These connections were
                                                  not seen in previous courses in which the same
                                                  questions were used, but activities and process
                                                  was different. Another evaluation tool used was to
                                                  ask students to answer 18 questions for the
                                                  course, out of 36 students who participated in
                                                  class, 24 of them answered the questions following
                                                  the Critical Thinking Model, 12 did not. The results
                                                  have shown me students are learning to develop
                                                  an opinion, apply information, and then process
                                                  what they have learned to their lives and previous
                                                  information.

Understanding the World's Theatre Traditions                                                             exc
Student learning: Was student learning achieved   Students were able to participate in the creative
with regards to increased knowledge of concepts   process by creating a play in the workshop. They
and skills?                                       were then able to participate in the production by
                                                  performing the play they had created for the public
                                                  during the evening performance.
Awards for Excellence Outcomes
 Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills?


10/22/2007                                                                                                                               Page 11 of 175


Project Title                                                                                             Outcome Rank
Outcome Id                                          Outcome Comments

Pilot Project - Philosophy Club                                                                           exc
Student learning: Was student learning achieved   1)Students will read the material provided and
with regards to increased knowledge of concepts   engage in discussions.
and skills?                                       2) Ron and I provided the relevant philosophical
                                                  doctrines that were appropriate to the topic that the
                                                  students selected.
                                                  3) It was evident from the discussions that the
                                                  students had read the material and were engaged
                                                  in the dialog.
Contemporary Health Issues/ Aging Population Service Learning Project                                     exc
Student learning: Was student learning achieved   The majority of students found that this service
with regards to increased knowledge of concepts   learning provided them a different perspective to
and skills?                                       their understanding of members of the aging
                                                  population. Several students were initially tentative
                                                  in their approach to interact with the elders, but
                                                  quickly found the experience to be rewarding more
                                                  for themselves in ways that they had not
                                                  anticipated.
Curriculum Redesign: Performance - Based Eduction/Cutting edge for Nursing Education                      exc
Student learning: Was student learning achieved   With the implimentation of a quot;Service Learningquot;
with regards to increased knowledge of concepts   Module, this semester we were able to see
and skills?                                       leadership and role development. Self motivated
                                                  learning students really excelled with the abilities,
                                                  and expectations of the course.
quot;Use and Utilization of eFolio Minnesotaquot;                                                                 exc
Student learning: Was student learning achieved   GOALS and OBJECTIVES. After completion of
with regards to increased knowledge of concepts   the Award for Excellence proposal quot;Use and
and skills?                                       Utilization of eFolio Minnesotaquot;, I:
                                                  1) Developed expertise in the use of quot;eFolio
                                                  Minnesotaquot;, 2) Compiled and organized an
                                                  ePortfolio resource library, 3) Created an quot;eFolio
                                                  Minnesotaquot; site, 4) Prepared quot;eFolio Minnesotaquot;
                                                  training packets, 5) Serve as the Ridgewater
                                                  College quot;eFolio Minnesotaquot; resource facilitator, 6)
                                                  Teach and offer 1-on-1 instruction in ePortfolio
                                                  development, use and utilization (see scheduled
                                                  instruction), 7) Facilitate quot;eFolio Minnesotaquot; quot;open
                                                  labsquot; (see scheduled labs),
Awards for Excellence Outcomes
 Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills?


10/22/2007                                                                                                                               Page 12 of 175


Project Title                                                                                               Outcome Rank
Outcome Id                                        Outcome Comments

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

                                                  ACHIEVEMENT OF GOALS and OBJECTIVES.
                                                  Students: 1) acquired knowledge about ePortfolios,
                                                  2) comprehended and translated general
                                                  information about the purpose of electronic
                                                  portfolios to the utilization of quot;eFolio Minnesotaquot;, 3)
                                                  applied through selection, transfer and use the
                                                  information and principles learned to design an
                                                  quot;eFolio Minnesotaquot; site, 4) analyzed the site
                                                  design, consulted with peers and myself, and
                                                  made corrections and additions, 5) synthesized the
                                                  results, and 6) evalated through assessment and
                                                  critique the success of their quot;eFolio Minnesotaquot;
                                                  site. EVALUATION TECHNIQUES TO
                                                  DETERMINE OUTCOMES. Students, by utilizing
                                                  knowledge acquired and rubric(s) provided can: 1)
                                                  Judge their eFolio based on suggested evaluation
                                                  criterion for ePortfolios, 2) Critique their own work
                                                  and others based on acquired knowledge and
                                                  skills, 3) Recommend to peers suggested
                                                  improvements or changes, and 4) Justify design,
                                                  content, use and utilization of an electronic
                                                  portfolio based on specific standards and criteria.

Using a Common Book to Promote a More Integrated Curriculum                                                 exc
Student learning: Was student learning achieved 1) The goals/objectives related to student learning
with regards to increased knowledge of concepts include:
and skills?                                     •increase cultural competence of students
                                                •increase exposure to worldviews and student
                                                experiences.
                                                •promote sharing of ideas across campus.
                                                •develop methods for using the book in the
                                                classroom

                                                  2) These goals have been met by an array of
                                                  activities, including: classroom assignments
                                                  encouraging research and critical thinking
Awards for Excellence Outcomes
 Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills?


10/22/2007                                                                                                                               Page 13 of 175


Project Title                                                                                               Outcome Rank
Outcome Id                                        Outcome Comments

                                                  related to topic, interactive projects (such as writing
                                                  the quot;I am Fromquot; poems). Meetings, website,
                                                  outreach (Summer Kick Off Days, Opening
                                                  Workshop, Diversity Day, and the Student
                                                  Involvement Fair) have cross-pollinated ideas. The
                                                  website (as a Clearing House), the Student Works'
                                                  Bulletin Board, and email communications have
                                                  fostered a variety of methods for using the book in
                                                  the classroom.


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

Global Soul of Poetry                                                                                       exc
Student learning: Was student learning achieved   My objective was to provide an avenue by which
with regards to increased knowledge of concepts   students who attended the event, and those who
and skills?                                       participated alongside their professors, gained
Awards for Excellence Outcomes
 Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills?


10/22/2007                                                                                                                               Page 14 of 175


Project Title                                                                                             Outcome Rank
Outcome Id                                          Outcome Comments

                                                    an appreciation for the true scope of diversity at
                                                    NCC and the literary heritage behind each culture.
                                                    The successful achievement of this objective was
                                                    evident in the attendance of more than thirty
                                                    students at both the fall and spring recitals.

Assist with and promoting FYI, learning communites, and paired courses                                    exc
Student learning: Was student learning achieved    The goals of increased participation in FYE
with regards to increased knowledge of concepts    courses and increased completion rates for these
and skills?                                        courses were both met. The enrollment in the
                                                   combined FYE courses increased from 26 to 134
                                                   students when compared to the previous semester.
                                                   Data shows that students who participate in the
                                                   paired courses and learning communities show
                                                   increased academic success.
Teaching Circle: Active Learning                                                                          exc
Student learning: Was student learning achieved    Some teaching circle participants indicated in their
with regards to increased knowledge of concepts    assessment of the active learning activities that
and skills?                                        students had specific increases in quiz scores
                                                   when compared to student quizzes from prior
                                                   semesters. Other faculty reported student
                                                   discussion and processing of material was more
                                                   in-depth and involved more critical thinking than
                                                   when they previously taught the same material.
Using a Common Book to Promote a More Integrated Curriculum                                               exc
Student learning: Was student learning achieved    1) The goals/objectives related to student learning
with regards to increased knowledge of concepts    include:
and skills?                                        •increase cultural competence of students
                                                   •increase exposure to worldviews and student
                                                   experiences.
                                                   •promote sharing of ideas across campus.
                                                   •develop methods for using the book in the
                                                   classroom

                                                    2) These goals have been met by an array of
                                                    activities, including: classroom assignments
                                                    encouraging research and critical thinking related
                                                    to topic, interactive projects (such as
Awards for Excellence Outcomes
 Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills?


10/22/2007                                                                                                                               Page 15 of 175


Project Title                                                                                             Outcome Rank
Outcome Id                                        Outcome Comments

                                                  writing the quot;I am Fromquot; poems). Meetings, website,
                                                  outreach (Summer Kick Off Days, Opening
                                                  Workshop, Diversity Day, and the Student
                                                  Involvement Fair) have cross-pollinated ideas. The
                                                  website (as a Clearing House), the Student Works'
                                                  Bulletin Board, and email communications have
                                                  fostered a variety of methods for using the book in
                                                  the classroom.


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

German Student Exchange Program                                                                           exc
Student learning: Was student learning achieved   Several of the German students attended Dr.
with regards to increased knowledge of concepts   Kirsten Cron-Mills class which was studying the
and skills?                                       Holocaust.
Awards for Excellence Outcomes
 Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills?


10/22/2007                                                                                                                               Page 16 of 175


Project Title                                                                                            Outcome Rank
Outcome Id                                        Outcome Comments

                                                  The German students attended Martha Lindberg's
                                                  Music & Culture and Amy Magnus's Issues of
                                                  Global Peace and World Responsibility.

                                                  The visiting instructor, Wolfgang Bornemann
                                                  taught several classes, talking about the cultural
                                                  differences and similarities between our two
                                                  countries. Several of the German students, who
                                                  had a strong background in computer technology
                                                  acted as teaching assistants in my Web
                                                  Programming and Java class.

Teaching Circles-Assistant Project Manager                                                               exc
Student learning: Was student learning achieved   Students were not aware of the e-folio opportunity
with regards to increased knowledge of concepts   that was available to them. We discussed all the
and skills?                                       pros and cons of using this as a quot;marketing toolquot;
                                                  for themselves.
                                                  After the discusss each student created their own
                                                  e-folio. The biggest benefit for the student is that
                                                  they can update it as needed and have a place that
                                                  they can quot;show their work.quot; They also thought it
                                                  was great that once they graduated from the
                                                  college they could still keep the e-folio active and
                                                  make changes as needed.
Teaching Circles--Participant                                                                            exc
Student learning: Was student learning achieved   1) employ a case study in the classroom/get
with regards to increased knowledge of concepts   student feedback. 2)A case study involving milk
and skills?                                       production fluctuations was given to the students;
                                                  3)faculty in the Teaching Circle looked over and
                                                  gave suggestions before the case study was used
                                                  in the classroom and students completed a survey

Teaching Circles---Participant                                                                           exc
Student learning: Was student learning achieved   I created a Captivate movie for a lesson in a
with regards to increased knowledge of concepts   course I teach called quot;Computer Applications for
and skills?                                       Veterinary Technicians.quot; The students
                                                  overwhelmingly agreed that this method of
                                                  instruction could add to their self sufficiency in
Awards for Excellence Outcomes
 Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills?


10/22/2007                                                                                                                               Page 17 of 175


Project Title                                                                                              Outcome Rank
Outcome Id                                        Outcome Comments

                                                  the course.
                                                  I tried a discussion group assignment. My
                                                  students enjoyed the experience. I was very
                                                  pleased with the quality of the content of the writing
                                                  the students contributed.
Magnetic Instructional Tools for the Classroom                                                             exc
Student learning: Was student learning achieved   Student learning was exceeded with regard to
with regards to increased knowledge of concepts   increased knowledge of concepts and skills;
and skills?                                       engagement and collaborative interaction also
                                                  succeeded beyond expectations in most activities.
                                                  In addition, students reported that activities were
                                                  enjoyable and engaging.
                                                  In an ESOL class, Daryl Beres' goal was for
                                                  students to master 50 affixes to increase their
                                                  vocabulary. In weekly review practice, fifty
                                                  magnetized affixes were used with overhead
                                                  transparencies of charts or sentences projected
                                                  onto a magnetic- receptive whiteboard. Students
                                                  used magnets to complete the activities. Active
                                                  Learning Advocate Michele Neaton observed the
                                                  class and noted that quick and easy-to-use
                                                  materials kept students focused on the material.
                                                  She observed that the magnets seemed to help
                                                  students focus on the quot;samenessquot; of affixes—how
                                                  the morpheme can be used to form many different
                                                  words.
                                                  In a Developmental English 80 class, Patricia
                                                  Pyle's goal was student mastery of the concept of
                                                  person as related to the correct choice of pronouns
                                                  and the correct form of verbs. In a pre-activity,
                                                  most students could not complete a simple
                                                  diagram based on person and number. Magnetic
                                                  strips indicating person and number were used in
                                                  lecture and in five sequenced board activities done
                                                  in teams. In a post-activity, all students who
                                                  participated in the activities scored at or near
                                                  100%. All who missed the five sequenced board
                                                  activities scored zero.
                                                  In another Developmental English 80 class,
Awards for Excellence Outcomes
 Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills?


10/22/2007                                                                                                                               Page 18 of 175


Project Title                                                                                             Outcome Rank
Outcome Id                                        Outcome Comments

                                                  Dianne Del Giorno's goal was to increase student
                                                  confidence and skill in the use of a variety of
                                                  syntactic structures in revising papers written
                                                  throughout the semester. When asked to score
                                                  the usefulness of 10 different learning activities on
                                                  a scale of 5 (highest) to 1 in achieving this goal,
                                                  students over two semesters rated the use of
                                                  magnetized words, phrases, and clauses at 4.72
                                                  and 4.79, a score higher than that of any other
                                                  activity. (Several students added comments to the
                                                  survey praising the instruction with magnets. One
                                                  student readjusted the scale to give quot;lessons with
                                                  magnetsquot; a quot;10.quot;) In comparing student
                                                  performance on the exit test and exit paragraph
                                                  completed each semester, the instructor noted an
                                                  increase in writing skills, both in avoiding common
                                                  errors and in using a wide variety of syntactic
                                                  structures, demonstrated by students who were
                                                  present when magnetic materials were used in
                                                  instruction.




Automated External Defibrillator Program                                                                  exc
Student learning: Was student learning achieved   We have had a large turnout of student
with regards to increased knowledge of concepts   participation on each campus and their
and skills?                                       involvement of being on the emergency response
                                                  teams on campus. This participation increases the
                                                  likelihood of having trained people nearby in the
                                                  event of a cardiac emergency. We continue to
                                                  maintain the voluntary list of these students and
                                                  their completed certifications in AED/CPR and First
                                                  Aid at a Health Care Provider level.

Project Training for Technology Demands                                                                   exc
Student learning: Was student learning achieved   Students were able to accomplish tasks using the
with regards to increased knowledge of            work order forms. The forms did not have
Awards for Excellence Outcomes
 Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills?


10/22/2007                                                                                                                               Page 19 of 175


Project Title                                                                                                 Outcome Rank
Outcome Id                                            Outcome Comments

concepts and skills?                                  detailed information required to accomplish the
                                                      tasks but students were expected to figure that out.
                                                      On average they accomplished the tasks with less
                                                      instruction and in the time expected with minimal
                                                      assistance. The evaluation was based on
                                                      completion of the task in a reasonable amount of
                                                      time with minimal assistance.
Project Lead the Way Implementations                                                                          exc
Student learning: Was student learning achieved      1) Goal was to increase engineering awareness for
with regards to increased knowledge of concepts      Nashwauk-Keewatin high school students.
and skills?                                          2) Through 9 sessions in their classroom and one
                                                     organized event on our campus, I exposed the
                                                     students to the wide options available in the career
                                                     and to the excitement of the profession.
                                                     3) Students journaled their questions and
                                                     responses to my presentations.
Nursing Simulation Scenarios Level II and Clinical Lab Day                                                    exc
Student learning: Was student learning achieved      Goal: To better prepare students to return to
with regards to increased knowledge of concepts      clinical via simulation scenario and clinical lab day.
and skills?                                          A survey of the students validated that they were
                                                     better prepared when resuming clinical.
Fused Glass and PMC                                                                                           exc
Student learning: Was student learning achieved      1. The goal was to learn and teach Fused and
with regards to increased knowledge of concepts      PMC glass techniques.
and skills?                                          2. I acheived the goals by attending workshops,
                                                     learning from glass artist friends, reading and
                                                     creating, and firing glass fused. I have been
                                                     teaching these techniques to students this
                                                     semester.
                                                     I had the students write their personal responses to
                                                     learning the techniques.
Expanding Innovation and Improving Accessibility of the Sales, Marketing and Management Curriculum            exc
Student learning: Was student learning achieved      One of the goals of this project was to quot;Expand the
with regards to increased knowledge of concepts      Innovation in Course Deliveryquot;. Through the work
and skills?                                          on this grant I have been able to develop all of my
                                                     courses into a blended format using D2L. In all of
                                                     my classes, students now have access to course
                                                     materials on each chapter in
Awards for Excellence Outcomes
 Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills?


10/22/2007                                                                                                                               Page 20 of 175


Project Title                                                                                            Outcome Rank
Outcome Id                                        Outcome Comments

                                                  a variety of formats including chapter study guides,
                                                  PPT's, and practice tests. In addition, students
                                                  have access to resources that have been
                                                  beneficial to students completing research projects
                                                  and course assignments. I have received
                                                  numerous positive comments from students in
                                                  regards to the development of these resources
                                                  being available online.
Academic Writing and Electronic Communication                                                            exc
Student learning: Was student learning achieved   Goal 1: Help prepare students to be successful in
with regards to increased knowledge of concepts   other courses
and skills?                                       This was assessed by individual conferences with
                                                  students and instructor reflection at the end of the
                                                  semester. We surveyed the students in order to
                                                  make changes for future semesters.
                                                  Polled students as to what courses they are taking
                                                  in Spring 2007.
                                                  1. Student is planning on taking Math 0901 and
                                                  ESOL 1280
                                                  2. Student is planning on taking MATH 1260 and
                                                  English Writing
                                                  3. Student is planning on taking ESOL 1260,
                                                  English 1111, and Biology
                                                  4. Student is planning on taking Calculus,
                                                  Physics, and Chemistry. Advised student to speak
                                                  with Advisor.
                                                  5. Student is planning on taking CIS1101,
                                                  Geography, and English 1111
                                                  6. Student may take one more ESOL course and
                                                  will be working with Advisor as student plans to
                                                  transfer fall 2007 to a college in Ohio.

                                                  Both instructors held individual conferences with
                                                  students to discuss progress. Surveys are
                                                  available upon request.
                                                  • Students will practice keying their assignments
                                                  and self editing their work. Students in the CIS
                                                  1000 course key their assignments from the very
                                                  beginning of the
Awards for Excellence Outcomes
 Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills?


10/22/2007                                                                                                                               Page 21 of 175


Project Title                                                                                           Outcome Rank
Outcome Id                                        Outcome Comments

                                                  semester and need to be able to self edit their
                                                  work. Assignments are expected to be formatted
                                                  correctly and proofread. Any errors found are to be
                                                  corrected. Method of assessment of learning was
                                                  a pretest and posttest to measure the learning that
                                                  occurred in the CIS1000 course during the
                                                  semester. Testing instruments were a simple
                                                  report, business letter, and memorandum with a
                                                  table. Students met the learning objectives of the
                                                  course as of December 1, 2006.
                                                  Goal 2) Prepare students for future online courses.
                                                  Our emphasis for preparing students for future
                                                  online courses was to use Desire2Learn and
                                                  e-mail. Both instructors have Course Homepages
                                                  in Desire2Learn for each individual course.
                                                  Students have had experience sending e-mail to
                                                  faculty and receiving e-mail from faculty. Each
                                                  student has an e-mail account and checks it
                                                  regularly. Students are able to check the syllabus
                                                  for each course in the Learning Community from
                                                  their Desire2Learn student Homepage. These
                                                  paired courses are listed under Learning
                                                  Community in each faculty member's Desire2Learn
                                                  Course Homepage. In Desire2Learn, faculty and
                                                  students used the Content area, Dropbox, etc.
                                                  Students have had considerable experience during
                                                  the semester accessing Desire2Learn to check
                                                  grades, review study materials, check assignment
                                                  due dates, etc. Knowing how to use these features
                                                  as well as being able to login to Desire2Learn and
                                                  know how to use the tools in Desire2Learn will be
                                                  helpful for the students when taking future courses
                                                  that use Desire2Learn.




Anthropology Through The Arts                                                                           exc
Student learning: Was student learning achieved   The goals for this project were to provide an
with regards to increased knowledge of            alternative, sensory learing experience for the
Awards for Excellence Outcomes
 Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills?


10/22/2007                                                                                                                               Page 22 of 175


Project Title                                                                                           Outcome Rank
Outcome Id                                    Outcome Comments

concepts and skills?                          entire Normandale Community and to illuminate
                                              examples of rich ethnographic expressions to
                                              Normandale students, staff, faculty, and others in
                                              the community. In addition, this project was
                                              designed to align with the mission of Normandale
                                              Community College and the Department of
                                              Anthropology by presenting insightful programs
                                              that would illustrate and promote appreciation for
                                              diversity in people. A fourth goal was to conduct a
                                              pilot study that would measure the feasibility and
                                              acceptance of future planned film/arts festivals at
                                              Normandale. I would have to say that all four
                                              goals were very successful in having been
                                              achieved, and there really was not one of these
                                              areas that failed to accomplish its goals. In the
                                              area of community participation, this was the only
                                              area that for future planning, more announcements
                                              regarding the festival should definitely go out into
                                              the community since most of the attendees who
                                              were not students, staff, or faculty, were friends
                                              and relatives of the above groups.
                                              This pilot project far exceeded expectations in that
                                              our primary assessment tool for measuring student
                                              learning and appreciation for this festival was an
                                              evaluation form, and all of the comments received
                                              on 116 summary evaluations point to effectiveness
                                              and positive reactions to this festival. The
                                              evaluation form itself was a one page evaluation
                                              sheet that was comprised of four ranking questions
                                              and six yes/no questions with space provided for
                                              comments. Attendees were asked to fill out a form
                                              for each film that was viewed by them, or they were
                                              given the option of completing one evaluation for
                                              each of the three segments that the festival was
                                              divided into (Friday evening, Saturday morning,
                                              and Saturday afternoon). A copy of the evaluation
                                              form is attached as well as a summary of the
Awards for Excellence Outcomes
 Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills?


10/22/2007                                                                                                                               Page 23 of 175


Project Title                                                                                               Outcome Rank
Outcome Id                                        Outcome Comments

                                                  quantitative and qualitative responses.
Service Learning in Medical Anthropology                                                                    exc
Student learning: Was student learning achieved   There were three primary goals for this service
with regards to increased knowledge of concepts   learning component to this course in Medical
and skills?                                       Anthropology taught in Spring, 2007. The first goal
                                                  involved both student and instructor learning.
                                                  There was also a goal for the instructor to provide
                                                  (with the assistance of the Planned Parenthood
                                                  Staff) to teach ethnographic work through
                                                  participant-observation in a community setting.
                                                  The second goal of this project involved community
                                                  engagement, and this project clearly involved very
                                                  specific health and emotional situations as they
                                                  related to the termination of pregnancies. Course
                                                  was to develop a program for students whereby
                                                  they could utilize participant-observational skills
                                                  and subsequent analysis of ethnographic data in
                                                  health care situations. The three goals were
                                                  achieved by offering this component to students,
                                                  having it develop into a part of this course (that will
                                                  be offered in future courses in Medical
                                                  Anthropology also) and documenting the success
                                                  and reflective results from the students who
                                                  participated. From the questionnaire that was
                                                  developed and from the reflections of the students,
                                                  outcomes were assessed and will continue to be
                                                  assessed. Learning outcomes were assessed by
                                                  the instructor in meeting with the students who
                                                  participated in this project. This was a verbal
                                                  interaction, and I feel that measurement was
                                                  adequate for stating that students' outcomes were
                                                  especially good in this interview process and data
                                                  analysis.
                                                  The second goal of this project was that of
                                                  community engagement. This goal was well met in
                                                  that the students were actively involved with
                                                  women and sometimes men in their pursuit of
Awards for Excellence Outcomes
 Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills?


10/22/2007                                                                                                                               Page 24 of 175


Project Title                                                                                               Outcome Rank
Outcome Id                                        Outcome Comments

                                                  information from Planned Parenthood. The
                                                  interaction was well-received by the people
                                                  involved, and clearly the students were able to
                                                  come away with a much better, if not different,
                                                  assessment of what occurs at Planned Parenthood
                                                  facilities.
                                                  The third goal was that of cultural competence.
                                                  This goal is addressed often in various venues
                                                  today, but clearly for this project, there was a lot to
                                                  be gained on the part of the students in going from
                                                  what they all initially held in cultural sensitivity to
                                                  what can actually be measured as cultural
                                                  competence. Upon taking the cultural competence
                                                  self-test, all students in the class are now viewing
                                                  their own competence levels and seeing changes
                                                  in the ways that they interact with those who are
                                                  considered quot;differentquot; in various ways. The
                                                  ultimate goal to be reached is cultural proficiency,
                                                  and many of the participating students felt that they
                                                  knew how to work towards that achievement.

Oral Histories Project in Cultural Anthropology                                                             exc
Student learning: Was student learning achieved   1. The goals of this project were to: a. conduct
with regards to increased knowledge of concepts   original interviews and follow through with research
and skills?                                       on the oral histories of elderly residents in
                                                  Bloomington, Minnesota, b. to place students into
                                                  the community as a teaching method and tool for
                                                  learning, all as a part of participant-observation in
                                                  anthropology - this being the primary tool used by
                                                  anthropologists in ethnology, c. to reach a better
                                                  understanding of some of the issues of the elderly
                                                  and specifically aging processes and health issues
                                                  concerning this population. 2. All three goals were
                                                  met and exceeded early expectations in several
                                                  ways. Goals were reached by first outlining with
                                                  the students what the goals of this project were to
                                                  be and then bydesigning an instrument for
                                                  interviewing individuals within the community.
Awards for Excellence Outcomes
 Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills?


10/22/2007                                                                                                                               Page 25 of 175


Project Title                                                                                           Outcome Rank
Outcome Id                                    Outcome Comments

                                              We wanted to ask specific demographic questions
                                              and we also wanted to hear about quot;what the people
                                              wanted to sayquot;. We asked them what they
                                              remember most fondly about the past years and
                                              we asked about their vision of the future, for
                                              instance. The students were especially pleased
                                              with working in the community during this project's
                                              span. They worked around their own time
                                              availability and they actually ended up finding their
                                              own subjects for the study since the Bloomington
                                              Historical Society experienced some staffing and
                                              management problems and could not participate in
                                              the project. This was an especially good lesson in
                                              perseverence and adapting to different situations.
                                              It all worked out well. A total of nine students
                                              participated in the project. They devoted at least
                                              20 hours each to the interviewing and data
                                              analysis for the project. The third goal was met by
                                              evaluating the data compiled. I assisted in
                                              compilation and the group met to go over the data.
                                              The students were surprised to find that in this
                                              population of elderly residents in Bloomingto, there
                                              is little discrimination described, few feelings of
                                              isolation (with strong family ties and contacts,
                                              senior facilities, etc.), and a positive attitude
                                              prevailed regarding past and future reflections.
                                              Other than some unexpected health issues,
                                              residents rely upon Government health care and
                                              supplemental insurance and thus do not find
                                              themselves without access to health care.
                                              Generally, they are very attentive to preventive
                                              health care and screening for ruling out diseases.
                                              All of this data was very valuable as was the
                                              students' recognition that this type of interviewing
                                              was well-received and also very valuable as a
                                              learning tool.
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes
CFAE Learning Outcomes

More Related Content

What's hot

Do Better Do Quicker, Steve Barden
Do Better Do Quicker, Steve BardenDo Better Do Quicker, Steve Barden
Do Better Do Quicker, Steve BardenLINE_Communications
 
October 2011
October 2011October 2011
October 2011linioti
 
2011 Conference Book of abstracts - Enhancing the learning experience: Learni...
2011 Conference Book of abstracts - Enhancing the learning experience: Learni...2011 Conference Book of abstracts - Enhancing the learning experience: Learni...
2011 Conference Book of abstracts - Enhancing the learning experience: Learni...linioti
 
2011 Conference Proceedings - Enhancing the learning experience: Learning for...
2011 Conference Proceedings - Enhancing the learning experience: Learning for...2011 Conference Proceedings - Enhancing the learning experience: Learning for...
2011 Conference Proceedings - Enhancing the learning experience: Learning for...linioti
 
January 2009
January 2009January 2009
January 2009linioti
 
October 2008
October 2008October 2008
October 2008linioti
 
2010 Conference Book of Abstracts - Flexible Learning
2010 Conference Book of Abstracts - Flexible Learning2010 Conference Book of Abstracts - Flexible Learning
2010 Conference Book of Abstracts - Flexible Learninglinioti
 
Engaging student interaction with lecture capture
Engaging student interaction with lecture captureEngaging student interaction with lecture capture
Engaging student interaction with lecture captureIlkka Kukkonen
 
Chiodo wp3 harper adams
Chiodo wp3 harper adamsChiodo wp3 harper adams
Chiodo wp3 harper adamsISLE Network
 
National Goal 2 - Capacity To Improve Student Outcomes
National Goal 2  - Capacity To Improve Student OutcomesNational Goal 2  - Capacity To Improve Student Outcomes
National Goal 2 - Capacity To Improve Student OutcomesCORE Education
 
BISG's MIP for Higher Ed 2012 -- SAXBERG
BISG's MIP for Higher Ed 2012 -- SAXBERGBISG's MIP for Higher Ed 2012 -- SAXBERG
BISG's MIP for Higher Ed 2012 -- SAXBERGbisg
 
2012 Conference Book of abstracts
2012 Conference Book of abstracts2012 Conference Book of abstracts
2012 Conference Book of abstractslinioti
 
Sustainability and renewable technologies
Sustainability and renewable technologiesSustainability and renewable technologies
Sustainability and renewable technologiesWendy French
 
Graduate Certificate Info
Graduate Certificate InfoGraduate Certificate Info
Graduate Certificate InfoBridgingNations
 
NTLT 2012 - Learning and teaching models for engineering and trades - Weltec ...
NTLT 2012 - Learning and teaching models for engineering and trades - Weltec ...NTLT 2012 - Learning and teaching models for engineering and trades - Weltec ...
NTLT 2012 - Learning and teaching models for engineering and trades - Weltec ...NTLT Conference
 
Newsletter August 2011
Newsletter August 2011Newsletter August 2011
Newsletter August 2011umavalluri
 

What's hot (20)

Do Better Do Quicker, Steve Barden
Do Better Do Quicker, Steve BardenDo Better Do Quicker, Steve Barden
Do Better Do Quicker, Steve Barden
 
October 2011
October 2011October 2011
October 2011
 
2011 Conference Book of abstracts - Enhancing the learning experience: Learni...
2011 Conference Book of abstracts - Enhancing the learning experience: Learni...2011 Conference Book of abstracts - Enhancing the learning experience: Learni...
2011 Conference Book of abstracts - Enhancing the learning experience: Learni...
 
2011 Conference Proceedings - Enhancing the learning experience: Learning for...
2011 Conference Proceedings - Enhancing the learning experience: Learning for...2011 Conference Proceedings - Enhancing the learning experience: Learning for...
2011 Conference Proceedings - Enhancing the learning experience: Learning for...
 
January 2009
January 2009January 2009
January 2009
 
October 2008
October 2008October 2008
October 2008
 
2010 Conference Book of Abstracts - Flexible Learning
2010 Conference Book of Abstracts - Flexible Learning2010 Conference Book of Abstracts - Flexible Learning
2010 Conference Book of Abstracts - Flexible Learning
 
Engaging student interaction with lecture capture
Engaging student interaction with lecture captureEngaging student interaction with lecture capture
Engaging student interaction with lecture capture
 
Technology Enhanced Learning E Assessment 12 14 July 2011
Technology Enhanced Learning E Assessment 12 14 July 2011Technology Enhanced Learning E Assessment 12 14 July 2011
Technology Enhanced Learning E Assessment 12 14 July 2011
 
Central ohio esc offerings
Central ohio esc offeringsCentral ohio esc offerings
Central ohio esc offerings
 
Chiodo wp3 harper adams
Chiodo wp3 harper adamsChiodo wp3 harper adams
Chiodo wp3 harper adams
 
National Goal 2 - Capacity To Improve Student Outcomes
National Goal 2  - Capacity To Improve Student OutcomesNational Goal 2  - Capacity To Improve Student Outcomes
National Goal 2 - Capacity To Improve Student Outcomes
 
BISG's MIP for Higher Ed 2012 -- SAXBERG
BISG's MIP for Higher Ed 2012 -- SAXBERGBISG's MIP for Higher Ed 2012 -- SAXBERG
BISG's MIP for Higher Ed 2012 -- SAXBERG
 
2012 Conference Book of abstracts
2012 Conference Book of abstracts2012 Conference Book of abstracts
2012 Conference Book of abstracts
 
Sustainability and renewable technologies
Sustainability and renewable technologiesSustainability and renewable technologies
Sustainability and renewable technologies
 
Graduate Certificate Info
Graduate Certificate InfoGraduate Certificate Info
Graduate Certificate Info
 
PGCAP introducing (week 1)
PGCAP introducing (week 1)PGCAP introducing (week 1)
PGCAP introducing (week 1)
 
NTLT 2012 - Learning and teaching models for engineering and trades - Weltec ...
NTLT 2012 - Learning and teaching models for engineering and trades - Weltec ...NTLT 2012 - Learning and teaching models for engineering and trades - Weltec ...
NTLT 2012 - Learning and teaching models for engineering and trades - Weltec ...
 
Newsletter August 2011
Newsletter August 2011Newsletter August 2011
Newsletter August 2011
 
g2greport
g2greportg2greport
g2greport
 

Viewers also liked

Developing learning outcomes
Developing learning outcomesDeveloping learning outcomes
Developing learning outcomesDr. Kelly Edmonds
 
Teaching myself to code: the journey and lessons learned
Teaching myself to code: the journey and lessons learnedTeaching myself to code: the journey and lessons learned
Teaching myself to code: the journey and lessons learnedNeha Batra
 
01 developing learning outcomes
01 developing learning outcomes01 developing learning outcomes
01 developing learning outcomesDavid Peter
 
Guidelines for writing a student learning outcome
Guidelines for writing a student learning outcomeGuidelines for writing a student learning outcome
Guidelines for writing a student learning outcomelydaellis
 
Assessment of learning outcome 04142014 copy
Assessment of learning outcome 04142014   copyAssessment of learning outcome 04142014   copy
Assessment of learning outcome 04142014 copyDods Dodong
 
Levels of thinking and reasoning [modo de compatibilidad]
Levels of thinking and reasoning [modo de compatibilidad]Levels of thinking and reasoning [modo de compatibilidad]
Levels of thinking and reasoning [modo de compatibilidad]altamiraedu
 
Developing Student Learing Outcomes
Developing Student Learing OutcomesDeveloping Student Learing Outcomes
Developing Student Learing OutcomesBonner Foundation
 
Presentation on writing outcomes
Presentation on writing outcomesPresentation on writing outcomes
Presentation on writing outcomesAnne-Mart Olsen
 
Assessing for Improvement: learning outcomes assessment for library instruction
Assessing for Improvement: learning outcomes assessment for library instructionAssessing for Improvement: learning outcomes assessment for library instruction
Assessing for Improvement: learning outcomes assessment for library instructionDiane Harvey
 
Basic components in developing a curriculum
Basic components in developing a curriculumBasic components in developing a curriculum
Basic components in developing a curriculumKelly Pow MeiSeen
 
Educational Objectives
Educational ObjectivesEducational Objectives
Educational Objectivesgeo jom
 
K to12 ASSESSMENT AND RATING OF LEARNING OUTCOMES
K to12 ASSESSMENT AND RATING OF LEARNING OUTCOMESK to12 ASSESSMENT AND RATING OF LEARNING OUTCOMES
K to12 ASSESSMENT AND RATING OF LEARNING OUTCOMESYanne Evangelista
 

Viewers also liked (15)

SLO Training
SLO TrainingSLO Training
SLO Training
 
Developing learning outcomes
Developing learning outcomesDeveloping learning outcomes
Developing learning outcomes
 
Teaching myself to code: the journey and lessons learned
Teaching myself to code: the journey and lessons learnedTeaching myself to code: the journey and lessons learned
Teaching myself to code: the journey and lessons learned
 
01 developing learning outcomes
01 developing learning outcomes01 developing learning outcomes
01 developing learning outcomes
 
Guidelines for writing a student learning outcome
Guidelines for writing a student learning outcomeGuidelines for writing a student learning outcome
Guidelines for writing a student learning outcome
 
Assessment of learning outcome 04142014 copy
Assessment of learning outcome 04142014   copyAssessment of learning outcome 04142014   copy
Assessment of learning outcome 04142014 copy
 
Course design student learning outcomes
Course design student learning outcomesCourse design student learning outcomes
Course design student learning outcomes
 
Levels of thinking and reasoning [modo de compatibilidad]
Levels of thinking and reasoning [modo de compatibilidad]Levels of thinking and reasoning [modo de compatibilidad]
Levels of thinking and reasoning [modo de compatibilidad]
 
Developing Student Learing Outcomes
Developing Student Learing OutcomesDeveloping Student Learing Outcomes
Developing Student Learing Outcomes
 
Taxonomy of 03 09-13 final
Taxonomy  of 03 09-13 finalTaxonomy  of 03 09-13 final
Taxonomy of 03 09-13 final
 
Presentation on writing outcomes
Presentation on writing outcomesPresentation on writing outcomes
Presentation on writing outcomes
 
Assessing for Improvement: learning outcomes assessment for library instruction
Assessing for Improvement: learning outcomes assessment for library instructionAssessing for Improvement: learning outcomes assessment for library instruction
Assessing for Improvement: learning outcomes assessment for library instruction
 
Basic components in developing a curriculum
Basic components in developing a curriculumBasic components in developing a curriculum
Basic components in developing a curriculum
 
Educational Objectives
Educational ObjectivesEducational Objectives
Educational Objectives
 
K to12 ASSESSMENT AND RATING OF LEARNING OUTCOMES
K to12 ASSESSMENT AND RATING OF LEARNING OUTCOMESK to12 ASSESSMENT AND RATING OF LEARNING OUTCOMES
K to12 ASSESSMENT AND RATING OF LEARNING OUTCOMES
 

Similar to CFAE Learning Outcomes

Introducing Scenario-Based Learning
Introducing Scenario-Based LearningIntroducing Scenario-Based Learning
Introducing Scenario-Based LearningJane Ostrander
 
Performance based learning and the global classroom
Performance based learning and the global classroomPerformance based learning and the global classroom
Performance based learning and the global classroommwedin
 
LAS Training and Instruction Librarian’s Group - Learning Outcomes How Can W...
LAS Training and Instruction Librarian’s Group - Learning Outcomes How Can W...LAS Training and Instruction Librarian’s Group - Learning Outcomes How Can W...
LAS Training and Instruction Librarian’s Group - Learning Outcomes How Can W...librarysmu
 
Ieeeecl to engage non stem undergraduates.nextgen2
Ieeeecl to engage non stem undergraduates.nextgen2Ieeeecl to engage non stem undergraduates.nextgen2
Ieeeecl to engage non stem undergraduates.nextgen2Chatterjee Msu
 
11 12 sfs-sample_ub_d_unit_planner-_explanations-2
11 12 sfs-sample_ub_d_unit_planner-_explanations-211 12 sfs-sample_ub_d_unit_planner-_explanations-2
11 12 sfs-sample_ub_d_unit_planner-_explanations-2Ross
 
Imran oomer sample project impact measurement in education
Imran oomer sample project impact measurement in educationImran oomer sample project impact measurement in education
Imran oomer sample project impact measurement in educationioomer
 
Improving the quality of e-learning courses in Higher Education
Improving the quality of e-learning courses in Higher EducationImproving the quality of e-learning courses in Higher Education
Improving the quality of e-learning courses in Higher EducationSusana Lemos
 
Ongoing integration of digital communications into online courses
Ongoing integration of digital communications into online coursesOngoing integration of digital communications into online courses
Ongoing integration of digital communications into online coursesEileen O'Connor
 
Project based learning: A Multidisciplinary Unit For Promoting Productivity A...
Project based learning: A Multidisciplinary Unit For Promoting Productivity A...Project based learning: A Multidisciplinary Unit For Promoting Productivity A...
Project based learning: A Multidisciplinary Unit For Promoting Productivity A...Prof. Tafida Ghanem
 
Tqf day 1 - learning outcomes and teaching strategies
Tqf   day 1 - learning outcomes and teaching strategiesTqf   day 1 - learning outcomes and teaching strategies
Tqf day 1 - learning outcomes and teaching strategiesRMIT
 
FOR-SLIDE-13_assessment_in_the_k_to_12_basic_education_program_april_1-2.pptx
FOR-SLIDE-13_assessment_in_the_k_to_12_basic_education_program_april_1-2.pptxFOR-SLIDE-13_assessment_in_the_k_to_12_basic_education_program_april_1-2.pptx
FOR-SLIDE-13_assessment_in_the_k_to_12_basic_education_program_april_1-2.pptxRampulamaryjane
 
Comparing between de and other traditional learning
Comparing between de and other traditional learningComparing between de and other traditional learning
Comparing between de and other traditional learningMohammed Alhinaai
 
E-Portfolios and Assesment: Introduction to iWebfolio
E-Portfolios and Assesment: Introduction to iWebfolioE-Portfolios and Assesment: Introduction to iWebfolio
E-Portfolios and Assesment: Introduction to iWebfolioLisa Scheese
 
MATH I CURRICULUM GUIDE (SEC)
MATH I  CURRICULUM GUIDE  (SEC)MATH I  CURRICULUM GUIDE  (SEC)
MATH I CURRICULUM GUIDE (SEC)Krystle Retulla
 
Project considerations
Project considerationsProject considerations
Project considerationsclatcham
 
Using augmented reality to support learning and teaching in the recording stu...
Using augmented reality to support learning and teaching in the recording stu...Using augmented reality to support learning and teaching in the recording stu...
Using augmented reality to support learning and teaching in the recording stu...Jisc
 
Gbl technology models
Gbl technology modelsGbl technology models
Gbl technology modelscarena
 

Similar to CFAE Learning Outcomes (20)

Introducing Scenario-Based Learning
Introducing Scenario-Based LearningIntroducing Scenario-Based Learning
Introducing Scenario-Based Learning
 
Performance based learning and the global classroom
Performance based learning and the global classroomPerformance based learning and the global classroom
Performance based learning and the global classroom
 
(2009) Providing Students with Feedback for Continuous Improvement
(2009) Providing Students with Feedback for Continuous Improvement(2009) Providing Students with Feedback for Continuous Improvement
(2009) Providing Students with Feedback for Continuous Improvement
 
Vilnius pres dianne lalancette
Vilnius pres dianne lalancetteVilnius pres dianne lalancette
Vilnius pres dianne lalancette
 
LAS Training and Instruction Librarian’s Group - Learning Outcomes How Can W...
LAS Training and Instruction Librarian’s Group - Learning Outcomes How Can W...LAS Training and Instruction Librarian’s Group - Learning Outcomes How Can W...
LAS Training and Instruction Librarian’s Group - Learning Outcomes How Can W...
 
Ieeeecl to engage non stem undergraduates.nextgen2
Ieeeecl to engage non stem undergraduates.nextgen2Ieeeecl to engage non stem undergraduates.nextgen2
Ieeeecl to engage non stem undergraduates.nextgen2
 
11 12 sfs-sample_ub_d_unit_planner-_explanations-2
11 12 sfs-sample_ub_d_unit_planner-_explanations-211 12 sfs-sample_ub_d_unit_planner-_explanations-2
11 12 sfs-sample_ub_d_unit_planner-_explanations-2
 
Imran oomer sample project impact measurement in education
Imran oomer sample project impact measurement in educationImran oomer sample project impact measurement in education
Imran oomer sample project impact measurement in education
 
Improving the quality of e-learning courses in Higher Education
Improving the quality of e-learning courses in Higher EducationImproving the quality of e-learning courses in Higher Education
Improving the quality of e-learning courses in Higher Education
 
Ongoing integration of digital communications into online courses
Ongoing integration of digital communications into online coursesOngoing integration of digital communications into online courses
Ongoing integration of digital communications into online courses
 
Project based learning: A Multidisciplinary Unit For Promoting Productivity A...
Project based learning: A Multidisciplinary Unit For Promoting Productivity A...Project based learning: A Multidisciplinary Unit For Promoting Productivity A...
Project based learning: A Multidisciplinary Unit For Promoting Productivity A...
 
Poster EARLI SIG 6&7 2016
Poster EARLI SIG 6&7 2016Poster EARLI SIG 6&7 2016
Poster EARLI SIG 6&7 2016
 
Tqf day 1 - learning outcomes and teaching strategies
Tqf   day 1 - learning outcomes and teaching strategiesTqf   day 1 - learning outcomes and teaching strategies
Tqf day 1 - learning outcomes and teaching strategies
 
FOR-SLIDE-13_assessment_in_the_k_to_12_basic_education_program_april_1-2.pptx
FOR-SLIDE-13_assessment_in_the_k_to_12_basic_education_program_april_1-2.pptxFOR-SLIDE-13_assessment_in_the_k_to_12_basic_education_program_april_1-2.pptx
FOR-SLIDE-13_assessment_in_the_k_to_12_basic_education_program_april_1-2.pptx
 
Comparing between de and other traditional learning
Comparing between de and other traditional learningComparing between de and other traditional learning
Comparing between de and other traditional learning
 
E-Portfolios and Assesment: Introduction to iWebfolio
E-Portfolios and Assesment: Introduction to iWebfolioE-Portfolios and Assesment: Introduction to iWebfolio
E-Portfolios and Assesment: Introduction to iWebfolio
 
MATH I CURRICULUM GUIDE (SEC)
MATH I  CURRICULUM GUIDE  (SEC)MATH I  CURRICULUM GUIDE  (SEC)
MATH I CURRICULUM GUIDE (SEC)
 
Project considerations
Project considerationsProject considerations
Project considerations
 
Using augmented reality to support learning and teaching in the recording stu...
Using augmented reality to support learning and teaching in the recording stu...Using augmented reality to support learning and teaching in the recording stu...
Using augmented reality to support learning and teaching in the recording stu...
 
Gbl technology models
Gbl technology modelsGbl technology models
Gbl technology models
 

More from Lynda Milne

Sgid sgif-wsu-091710
Sgid sgif-wsu-091710Sgid sgif-wsu-091710
Sgid sgif-wsu-091710Lynda Milne
 
Welcome to MnSCU
Welcome to MnSCUWelcome to MnSCU
Welcome to MnSCULynda Milne
 
Needs Assessment and Program Planning
Needs Assessment and Program PlanningNeeds Assessment and Program Planning
Needs Assessment and Program PlanningLynda Milne
 
Survey of Programs and Delivery Options
Survey of Programs and Delivery OptionsSurvey of Programs and Delivery Options
Survey of Programs and Delivery OptionsLynda Milne
 
Needs Assessment
Needs AssessmentNeeds Assessment
Needs AssessmentLynda Milne
 
Designing Educational Development Programs
Designing Educational Development ProgramsDesigning Educational Development Programs
Designing Educational Development ProgramsLynda Milne
 
Backwarddesign Handout Goals
Backwarddesign Handout GoalsBackwarddesign Handout Goals
Backwarddesign Handout GoalsLynda Milne
 
Backwarddesign Handout
Backwarddesign HandoutBackwarddesign Handout
Backwarddesign HandoutLynda Milne
 
Designing Programs
Designing ProgramsDesigning Programs
Designing ProgramsLynda Milne
 
Assignment Green
Assignment GreenAssignment Green
Assignment GreenLynda Milne
 
Assignment Yellow
Assignment YellowAssignment Yellow
Assignment YellowLynda Milne
 
Assignment Orange
Assignment OrangeAssignment Orange
Assignment OrangeLynda Milne
 
Assignment Lightblue
Assignment LightblueAssignment Lightblue
Assignment LightblueLynda Milne
 
Designing Hybrid Courses
Designing Hybrid CoursesDesigning Hybrid Courses
Designing Hybrid CoursesLynda Milne
 
Designing Hybrid Courses
Designing Hybrid CoursesDesigning Hybrid Courses
Designing Hybrid CoursesLynda Milne
 
Exploring Educational Development Programs
Exploring Educational Development ProgramsExploring Educational Development Programs
Exploring Educational Development ProgramsLynda Milne
 
How We Talk About and Do Assessment Changes Everything
How We Talk About and Do Assessment Changes EverythingHow We Talk About and Do Assessment Changes Everything
How We Talk About and Do Assessment Changes EverythingLynda Milne
 
Welcome to MnSCU! New Faculty Orientation
Welcome to MnSCU! New Faculty OrientationWelcome to MnSCU! New Faculty Orientation
Welcome to MnSCU! New Faculty OrientationLynda Milne
 

More from Lynda Milne (20)

Sgid sgif-wsu-091710
Sgid sgif-wsu-091710Sgid sgif-wsu-091710
Sgid sgif-wsu-091710
 
Welcome to MnSCU
Welcome to MnSCUWelcome to MnSCU
Welcome to MnSCU
 
Needs Assessment and Program Planning
Needs Assessment and Program PlanningNeeds Assessment and Program Planning
Needs Assessment and Program Planning
 
Survey of Programs and Delivery Options
Survey of Programs and Delivery OptionsSurvey of Programs and Delivery Options
Survey of Programs and Delivery Options
 
Needs Assessment
Needs AssessmentNeeds Assessment
Needs Assessment
 
Designing Educational Development Programs
Designing Educational Development ProgramsDesigning Educational Development Programs
Designing Educational Development Programs
 
Backwarddesign Handout Goals
Backwarddesign Handout GoalsBackwarddesign Handout Goals
Backwarddesign Handout Goals
 
Backwarddesign Handout
Backwarddesign HandoutBackwarddesign Handout
Backwarddesign Handout
 
Designing Programs
Designing ProgramsDesigning Programs
Designing Programs
 
Assignment Green
Assignment GreenAssignment Green
Assignment Green
 
Assignment Red
Assignment RedAssignment Red
Assignment Red
 
Assignment Yellow
Assignment YellowAssignment Yellow
Assignment Yellow
 
Assignment Blue
Assignment BlueAssignment Blue
Assignment Blue
 
Assignment Orange
Assignment OrangeAssignment Orange
Assignment Orange
 
Assignment Lightblue
Assignment LightblueAssignment Lightblue
Assignment Lightblue
 
Designing Hybrid Courses
Designing Hybrid CoursesDesigning Hybrid Courses
Designing Hybrid Courses
 
Designing Hybrid Courses
Designing Hybrid CoursesDesigning Hybrid Courses
Designing Hybrid Courses
 
Exploring Educational Development Programs
Exploring Educational Development ProgramsExploring Educational Development Programs
Exploring Educational Development Programs
 
How We Talk About and Do Assessment Changes Everything
How We Talk About and Do Assessment Changes EverythingHow We Talk About and Do Assessment Changes Everything
How We Talk About and Do Assessment Changes Everything
 
Welcome to MnSCU! New Faculty Orientation
Welcome to MnSCU! New Faculty OrientationWelcome to MnSCU! New Faculty Orientation
Welcome to MnSCU! New Faculty Orientation
 

Recently uploaded

Shopclues: Failure & Solutions in Business Model
Shopclues: Failure & Solutions in Business ModelShopclues: Failure & Solutions in Business Model
Shopclues: Failure & Solutions in Business ModelBhaviniSharma12
 
Pitch Deck Teardown: SuperScale's $5.4M Series A deck
Pitch Deck Teardown: SuperScale's $5.4M Series A deckPitch Deck Teardown: SuperScale's $5.4M Series A deck
Pitch Deck Teardown: SuperScale's $5.4M Series A deckHajeJanKamps
 
Dashboards y paneles - CP Home - Area de Operaciones
Dashboards y paneles - CP Home - Area de OperacionesDashboards y paneles - CP Home - Area de Operaciones
Dashboards y paneles - CP Home - Area de OperacionesLPI ONG
 
Presented by Sabri international .......
Presented by Sabri international .......Presented by Sabri international .......
Presented by Sabri international .......SABRI INTERNATIONAL
 
CORPORATE SOCIAL RESPONSIBILITY - FINAL REQUIREMENT.pdf
CORPORATE SOCIAL RESPONSIBILITY - FINAL REQUIREMENT.pdfCORPORATE SOCIAL RESPONSIBILITY - FINAL REQUIREMENT.pdf
CORPORATE SOCIAL RESPONSIBILITY - FINAL REQUIREMENT.pdfLouis Malaybalay
 
0311 National Accounts Online Giving Trends.pdf
0311 National Accounts Online Giving Trends.pdf0311 National Accounts Online Giving Trends.pdf
0311 National Accounts Online Giving Trends.pdfBloomerang
 
Unleashing the Power of Fandom: A Short Guide to Fan Business
Unleashing the Power of Fandom: A Short Guide to Fan BusinessUnleashing the Power of Fandom: A Short Guide to Fan Business
Unleashing the Power of Fandom: A Short Guide to Fan Businesstompeter3736
 
NVIDIA's overall business overview Presentation.pptx
NVIDIA's overall business overview Presentation.pptxNVIDIA's overall business overview Presentation.pptx
NVIDIA's overall business overview Presentation.pptxKrutik Rakade
 
Streamlining Your Accounting A Guide to QuickBooks Migration Tools.pptx
Streamlining Your Accounting A Guide to QuickBooks Migration Tools.pptxStreamlining Your Accounting A Guide to QuickBooks Migration Tools.pptx
Streamlining Your Accounting A Guide to QuickBooks Migration Tools.pptxPaulBryant58
 
A Case Study On SQUARE GROUP Bangladesh.pdf
A Case Study On SQUARE GROUP Bangladesh.pdfA Case Study On SQUARE GROUP Bangladesh.pdf
A Case Study On SQUARE GROUP Bangladesh.pdfmeftaul987
 
Optimize Your CRM Customization and Beyond
Optimize Your CRM Customization and BeyondOptimize Your CRM Customization and Beyond
Optimize Your CRM Customization and BeyondBoundify
 
The Vietnam Believer_Newsletter_Vol.001_Mar12 2024
The Vietnam Believer_Newsletter_Vol.001_Mar12 2024The Vietnam Believer_Newsletter_Vol.001_Mar12 2024
The Vietnam Believer_Newsletter_Vol.001_Mar12 2024believeminhh
 
Strategic Resources Corporate Presentation - March 2024 Update
Strategic Resources Corporate Presentation - March 2024 UpdateStrategic Resources Corporate Presentation - March 2024 Update
Strategic Resources Corporate Presentation - March 2024 UpdateAdnet Communications
 
HOW TO START EARNING WITH AFFILIATE MARKETING
HOW TO START EARNING WITH AFFILIATE MARKETINGHOW TO START EARNING WITH AFFILIATE MARKETING
HOW TO START EARNING WITH AFFILIATE MARKETINGNATHAN SPEAKS
 
"InShorts: A Game-Changer in the Digital News Age"
"InShorts: A Game-Changer in the Digital News Age""InShorts: A Game-Changer in the Digital News Age"
"InShorts: A Game-Changer in the Digital News Age"Adharsh45
 
We are inviting you on board, to move forward together in the Right Direction
We are inviting you on board, to move forward together in the Right DirectionWe are inviting you on board, to move forward together in the Right Direction
We are inviting you on board, to move forward together in the Right DirectionRight Direction Aero
 
Wallet Pitch for startup fintech and loan
Wallet Pitch for startup fintech and loanWallet Pitch for startup fintech and loan
Wallet Pitch for startup fintech and loansujat8807
 
A Comprehensive Case Study on the IL&FS Crisis (final).pptx
A Comprehensive Case Study on the IL&FS Crisis (final).pptxA Comprehensive Case Study on the IL&FS Crisis (final).pptx
A Comprehensive Case Study on the IL&FS Crisis (final).pptxShainaMaheshwari1
 
Olympus 38DL Plus Ultrasonic Thickness Gauge
Olympus 38DL Plus Ultrasonic Thickness GaugeOlympus 38DL Plus Ultrasonic Thickness Gauge
Olympus 38DL Plus Ultrasonic Thickness GaugeStephenKim86
 

Recently uploaded (20)

Shopclues: Failure & Solutions in Business Model
Shopclues: Failure & Solutions in Business ModelShopclues: Failure & Solutions in Business Model
Shopclues: Failure & Solutions in Business Model
 
Pitch Deck Teardown: SuperScale's $5.4M Series A deck
Pitch Deck Teardown: SuperScale's $5.4M Series A deckPitch Deck Teardown: SuperScale's $5.4M Series A deck
Pitch Deck Teardown: SuperScale's $5.4M Series A deck
 
Dashboards y paneles - CP Home - Area de Operaciones
Dashboards y paneles - CP Home - Area de OperacionesDashboards y paneles - CP Home - Area de Operaciones
Dashboards y paneles - CP Home - Area de Operaciones
 
Presented by Sabri international .......
Presented by Sabri international .......Presented by Sabri international .......
Presented by Sabri international .......
 
CORPORATE SOCIAL RESPONSIBILITY - FINAL REQUIREMENT.pdf
CORPORATE SOCIAL RESPONSIBILITY - FINAL REQUIREMENT.pdfCORPORATE SOCIAL RESPONSIBILITY - FINAL REQUIREMENT.pdf
CORPORATE SOCIAL RESPONSIBILITY - FINAL REQUIREMENT.pdf
 
0311 National Accounts Online Giving Trends.pdf
0311 National Accounts Online Giving Trends.pdf0311 National Accounts Online Giving Trends.pdf
0311 National Accounts Online Giving Trends.pdf
 
Unleashing the Power of Fandom: A Short Guide to Fan Business
Unleashing the Power of Fandom: A Short Guide to Fan BusinessUnleashing the Power of Fandom: A Short Guide to Fan Business
Unleashing the Power of Fandom: A Short Guide to Fan Business
 
NVIDIA's overall business overview Presentation.pptx
NVIDIA's overall business overview Presentation.pptxNVIDIA's overall business overview Presentation.pptx
NVIDIA's overall business overview Presentation.pptx
 
Streamlining Your Accounting A Guide to QuickBooks Migration Tools.pptx
Streamlining Your Accounting A Guide to QuickBooks Migration Tools.pptxStreamlining Your Accounting A Guide to QuickBooks Migration Tools.pptx
Streamlining Your Accounting A Guide to QuickBooks Migration Tools.pptx
 
A Case Study On SQUARE GROUP Bangladesh.pdf
A Case Study On SQUARE GROUP Bangladesh.pdfA Case Study On SQUARE GROUP Bangladesh.pdf
A Case Study On SQUARE GROUP Bangladesh.pdf
 
Optimize Your CRM Customization and Beyond
Optimize Your CRM Customization and BeyondOptimize Your CRM Customization and Beyond
Optimize Your CRM Customization and Beyond
 
The Vietnam Believer_Newsletter_Vol.001_Mar12 2024
The Vietnam Believer_Newsletter_Vol.001_Mar12 2024The Vietnam Believer_Newsletter_Vol.001_Mar12 2024
The Vietnam Believer_Newsletter_Vol.001_Mar12 2024
 
Strategic Resources Corporate Presentation - March 2024 Update
Strategic Resources Corporate Presentation - March 2024 UpdateStrategic Resources Corporate Presentation - March 2024 Update
Strategic Resources Corporate Presentation - March 2024 Update
 
HOW TO START EARNING WITH AFFILIATE MARKETING
HOW TO START EARNING WITH AFFILIATE MARKETINGHOW TO START EARNING WITH AFFILIATE MARKETING
HOW TO START EARNING WITH AFFILIATE MARKETING
 
"InShorts: A Game-Changer in the Digital News Age"
"InShorts: A Game-Changer in the Digital News Age""InShorts: A Game-Changer in the Digital News Age"
"InShorts: A Game-Changer in the Digital News Age"
 
We are inviting you on board, to move forward together in the Right Direction
We are inviting you on board, to move forward together in the Right DirectionWe are inviting you on board, to move forward together in the Right Direction
We are inviting you on board, to move forward together in the Right Direction
 
Wallet Pitch for startup fintech and loan
Wallet Pitch for startup fintech and loanWallet Pitch for startup fintech and loan
Wallet Pitch for startup fintech and loan
 
WAM Corporate Presentation Mar 12 2024_Video.pdf
WAM Corporate Presentation Mar 12 2024_Video.pdfWAM Corporate Presentation Mar 12 2024_Video.pdf
WAM Corporate Presentation Mar 12 2024_Video.pdf
 
A Comprehensive Case Study on the IL&FS Crisis (final).pptx
A Comprehensive Case Study on the IL&FS Crisis (final).pptxA Comprehensive Case Study on the IL&FS Crisis (final).pptx
A Comprehensive Case Study on the IL&FS Crisis (final).pptx
 
Olympus 38DL Plus Ultrasonic Thickness Gauge
Olympus 38DL Plus Ultrasonic Thickness GaugeOlympus 38DL Plus Ultrasonic Thickness Gauge
Olympus 38DL Plus Ultrasonic Thickness Gauge
 

CFAE Learning Outcomes

  • 1. Awards for Excellence Outcomes Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills? 10/22/2007 Page 1 of 175 Project Title Outcome Rank Outcome Id Outcome Comments RCTC International Business Reusable Learning Object Repository below Student learning: Was student learning achieved The anticipated outcomes of the project are as with regards to increased knowledge of concepts follows: and skills? • The student will have a greater understanding of the global economy and its impact on their personal and work-life. • The student will have a greater understanding of different cultures and values, how they impact perspectives. • The students will feel more involved within the campus community as they participated and collaborated with instructors in development of the project. • Greater collaboration between business and economic faculty. The evaluation plan was comprised of a feedback mechanism that measured the student's understanding of the global economic and business environment of development, and the students use of the RLO depository. A five question essay examination (10 points total) was administered to sections of Introduction to Economics, Microeconomics, and Macroeconomics. A voluntary bonus assignment a total of 67 students participated. Each class was randomly assigned into two groups. The first group(Study Group) was provided access to the D2L space and asked to evaluate three specific sections of content (20 minutes total) and then take the online quiz. The second group(Control Group) was NOT provided access to the D2L space and were assigned to view an online video (18 minutes total) on airline transportation issues and then take the online quiz.
  • 2. Awards for Excellence Outcomes Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills? 10/22/2007 Page 2 of 175 Project Title Outcome Rank Outcome Id Outcome Comments The quiz results were graded blind, without group designation. The statistical results showed that those students with access to the D2L International Business Reusable Learning Object Repository scored statistically higher than those students that did not have access. While statistically significant the difference was less than expected and the RLO access was not a robust predictor of performance on quiz PASS - Preparing Strategies for Success below Student learning: Was student learning achieved Outcomes with regards to increased knowledge of concepts and skills? • Enroll a minimum of 10 and maximum of 30 students into the workshop: 12 students registered for the seminar Only 4 students attended half or more of the scheduled sessions. • 85% of the participating students- those attending 6 or more sessions - will achieve a GPA of 2.0 or better for Fall semester: 3 of the 4 regular attendees (75%) achieved a Fall semester GPA or 2.0 or better. Adding a service learning component to Phil 1101 below Student learning: Was student learning achieved OBJECTIVES 1. Learn Plato's critique of with regards to increased knowledge of concepts democracy and formulate objections to it; 2. and skills? formulate a reasoned and clear personal view about the moral status of democracy as a form of government; 3. learn the essential philosophical skills of listening to countervailing views of others and interpreting them charitably so as to form a synthesis at least to some degree with one's own view; 4. learn how to construct an objection to an argument and then a reply to an objection; 5. learn to see questions about the form of government as moral
  • 3. Awards for Excellence Outcomes Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills? 10/22/2007 Page 3 of 175 Project Title Outcome Rank Outcome Id Outcome Comments questions; 6. acquire a subtle understanding of different sorts of human and special rights, democratic freedoms, and abuses of democracy; 7. to help students be better able to distinguish political freedom from economic freedom. HOW GOALS WERE ACHIEVED The service opportunities were with the Jane Addams School for Democracy and WATCH (family court monitors). Both service opportunities provided the opportunity to help immigrants and the underpriviledged make democratic institutions work for them, and to thereby observe various forms of misfunctioning of democractic institutions. Both service opportunities provided the chance for service students to discuss the issues they were engaged in working on from a moral perspective, and thereby also helped them to see themselves as stakeholders in the success of government. In the case of the Jane Addams opportunity, students also had the opportunity to engage in such discussions with other college students from different schools. Service students working with Jane Addams participated in discussion circles in which a moderator brings equity to the discussion, and in the case of WATCH, students would be witness to court proceedings constituted by a careful and fair sorting out of competing views. In writing their service reflection journal, service students were required to compare conflicting notions about of freedom, inequality, civil and other rights, democratic ideals, and individual participation in democratic institutions, conflicting conceptions garnered from their service experience, which would serve as an object lesson in comparing the relative merits of opposing views using the argument-objection-reply structure. Also, learning first-hand about the human effects of policy and institutional
  • 4. Awards for Excellence Outcomes Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills? 10/22/2007 Page 4 of 175 Project Title Outcome Rank Outcome Id Outcome Comments behavior made it easier to see policy questions as moral questions (as opposed to mere statistical or factual questions). Finally, students would have seen the plasticity of governmental institutions, shaped by the will of the enfranchised. HOW GOALS WERE ACHIEVED Since no student completed the service requirement, dropping out before the required number of hours was met, it is impossible to evaluate the result for student learning of the service learning component. I had planned on using the service reflection journals, comparisson of service with nonservice students on examination questions geared to Plato's critique of democracy and replies to Plato's position, measuring the degree to which superficial and idealized notions of democracy (or its problems) were still found in the term papers of service students, and keeping track of the qualitative differences between service students and nonservice students in terms of their respective contributions to class discussions. Again, since no student completed the service requirement, the results are inconclusvie. Adding a service learning component to Phil 1160 below Student learning: Was student learning achieved OBJECTIVES: with regards to increased knowledge of concepts 1. Learn the different versions of the elemental and skills? concepts discussed in class (representation, place in art history, expression of emotion, artist intention, aesthetic properties, form, cultural background, political significance) and see distinctions amongst them 2. Apply the definitions as definitive of art and identify counterexamples 3. Evaluate the definitions as stating an ideal for art 4. See how the definitions help form a vocabulary for art criticism
  • 5. Awards for Excellence Outcomes Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills? 10/22/2007 Page 5 of 175 Project Title Outcome Rank Outcome Id Outcome Comments 5. Construct an evaluation scheme for art informed by the definitions and examples from class 6. Understand, construct, object to, and defend arguments for these concerning the nature of art, the significance of art and artistic practice, the significance of the elemental concepts for interpreting and appreciating art works, the questions of whether readymades (or Pop Art, or Dada, or conceptual works) are works of art at all, and similarities and differences amongst the artistic disciplines 7. Have an appreciation of how the historical, cultural, institutional, and critical contexts of a work help to determine its artistic merit. HOW GOALS WERE ACHIEVED Each service opportunity made students privy to discussions amongst artists, juries, patrons, and critics about the nature and merit of works of art. Each service opportunity exposed students to works representing both traditional and nontraditional artistic values. Each service opportunity provided students with conceptual distinctions drawn as part of critical commentary about arworks they were exposed to during their service. And each service opportunity was offered by a large-scale arts organization, so students had the opportunity to learn about the institutional values and prejudices that help form the expectations of the contemporary art world. Though all of these means were available to students who participated in service, there was no difference, at least by my measures (described below), between service students and non-service students in terms of achieving the learning goals mentioned above. However, the service learning student sample was too small to be representative, so the results of evaluation must be regarded as inconclusive.
  • 6. Awards for Excellence Outcomes Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills? 10/22/2007 Page 6 of 175 Project Title Outcome Rank Outcome Id Outcome Comments EVALUATION TECHNIQUES I compared notes from class discussion, distinguishing between service and nonservice students, to see whether service students made new, unexpected, more incisive, or more subtle contributions. I found that they did not. I compared the term papers of service and nonservice students, looking for a difference in terms of depth of analysis and livliness of examples; again I found no clear advantage to service. I also compared answers to essay examination questions, looking for greater achievement of the goals listed above as represented in essay answers to detailed questions concerning the eight elemental concepts, and again found no advantage to service. Again, however, no firm conclusions can be drawn given the sample size. Podcasting for Math 1100, College Algebra and Probability – Capture and Br below Student learning: Was student learning achieved good with regards to increased knowledge of concepts and skills? International Higher Education Connection exc Student learning: Was student learning achieved The main outcome, which is in line with the with regards to increased knowledge of concepts strategic planning goals of our institution, is to and skills? enhance and maintain diversity within our College Community. This outcome was measured by the number of institutions that I visited during this project (10). Independent Research Summer Program exc Student learning: Was student learning achieved 1. To search, read and synthesize the most with regards to increased knowledge of concepts relevant research data from scientific journal and skills? articles that pertain to their own laboratory research and selected laboratory research project. <br><br> This objective was achieved by providing research literature training for the initial week of the program, at ARCC, by biology faculty, utilizing granted access to the U of M
  • 7. Awards for Excellence Outcomes Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills? 10/22/2007 Page 7 of 175 Project Title Outcome Rank Outcome Id Outcome Comments virtual libraries to obtain recent scientific publications. IRSP students were required to develop and present a small seminar presentation on own lab research literature at the completion of the training. This objective assessment was accomplished by evaluating students on how familiar they have become with their future lab research, utilizing a developed rubric.<br><br> 2. To prepare and successfully engage in a competitive interview process with several principal investigators to be admitted into a research laboratory that matches their research interests. <br><br>This objective was not pursued per recommendation of the CBS Dean, Dr. Wright, from the U of M. Instead, students were matched to their respective labs by ARCC faculty based on their research interests. <br><br> 3. To develop a research project hypothesis, in collaboration with their research mentor, after appropriate relevant scientific literature background analysis and review. <br><br>This outcome was achieved by Student/Research mentor and student/ARCC faculty discussions during the first two weeks and two biweekly peer review meetings respectively. The scope and validity of the research hypothesis was evaluated by peers and ARCC faculty during the first two meetings under appropriate developed rubric. Students were able to reformulate a specific hypothesis and question after these discussions and peer review.<br><br> 4. To develop essential and cutting-edge laboratory research skills that allow investigation and production of scientific data designed to address the proposed hypothesis. <br><br> 5. To successfully apply the scientific method in the context of the gathered research data to
  • 8. Awards for Excellence Outcomes Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills? 10/22/2007 Page 8 of 175 Project Title Outcome Rank Outcome Id Outcome Comments accept or reject the research project hypothesis.<br><br> 6. To engage in meaningful peer review discussions designed to foment and promote student learning through exchange of ideas and presentation of partial data, aiming to address potential setbacks and experimental design difficulties. <br><br> 7. To successfully and periodically present their own partial research data, and/or research articles pertinent to research projects, and/or significant research discoveries to peers and ARCC faculty. <br><br>These objectives (4-7) were achieved by conducting the ten-week laboratory research project. Research skills, production and interpretation of data were assessed periodically by peers and faculty during peer review meetings (second through fourth meetings) utilizing peer and faculty evaluations. Students were required to share their data and findings with the group and obtain feedback and questions from their peers and faculty EVERY MEETING. The first two peer review meetings were devoted to informal data sharing and review while the last three meetings were dedicated to formal PowerPoint presentation of research project data (including background and conclusions information). Student assessment through communication between ARCC faculty and U of M research mentors was also conducted through informal communication electronically. <br><br> 8. To develop scientific writing skills and scientific peer-review publications preferred style and format.<br><br> This outcome was achieved by the completion of a research thesis paper at the end of the experience. ARCC and Research mentor assessed the quality of the work with same develop rubrics for a pass or fail.
  • 9. Awards for Excellence Outcomes Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills? 10/22/2007 Page 9 of 175 Project Title Outcome Rank Outcome Id Outcome Comments Investigative Classroom Experiences in Psychophysiology exc Student learning: Was student learning achieved • Specific skills and knowledge necessary to with regards to increased knowledge of concepts successfully operate a BIOPAC MP40 were and skills? developed by the instructor and students. They include 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 eye blinking during cognitive and motor activities. Methods for teaching these skills to students were developed and implemented. Students have successfully applied these skills in investigative psychophysiology sessions in the classroom. CAT exc Student learning: Was student learning achieved 1 with regards to increased knowledge of concepts . To assess value ofwriting peer groups and skills? Learning Community: EXSC 1500 Hiking and Snowshoeing and HLTH 1104 Contemporary Health exc Student learning: Was student learning achieved 1. Goal/Objective: To integrate critical thinking and with regards to increased knowledge of concepts experiential education into the classroom. 2. To and skills? accomplish this goal I piloted the classroom activities in a course which is currently being offered. Students were given a packet of questions which identified specific chapters covered in the textbook. They were instructed to not work ahead and answer the questions. Upon arrival to class students were asked to briefly answer questions that correlated with the chapter being discussed in class for that day. I then lead students in an activity which was selected to align itself with the topic of discussion for the day. The activity emphasized the concepts of the questions just answered. Once the activity was completed a time of reflection was facilitated which focused on the connections between questions and activity.
  • 10. Awards for Excellence Outcomes Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills? 10/22/2007 Page 10 of 175 Project Title Outcome Rank Outcome Id Outcome Comments Utilizing this strategy prior to lectures allowed students to become interested in the concepts prior to classroom lecture time. This also gave students the opportunity to discover the connections of material to real-life and global issues. Students were much more engaged when I conducted these activities prior to the lecture. Once the lecture portion was completed the instructor asked students to go back to the questions and complete their answers utilizing the knowledge and skills they have obtained from the classroom activities and lecture. 3. The evaluation technique used to determine success, was that students were much more engaged in lecture discussion than previous classes. Students having time to think about the topic prior to the lecture and then allowing them time to process at the end showed the connections students made between knowledge, behavior change, and life skills. These connections were not seen in previous courses in which the same questions were used, but activities and process was different. Another evaluation tool used was to ask students to answer 18 questions for the course, out of 36 students who participated in class, 24 of them answered the questions following the Critical Thinking Model, 12 did not. The results have shown me students are learning to develop an opinion, apply information, and then process what they have learned to their lives and previous information. Understanding the World's Theatre Traditions exc Student learning: Was student learning achieved Students were able to participate in the creative with regards to increased knowledge of concepts process by creating a play in the workshop. They and skills? were then able to participate in the production by performing the play they had created for the public during the evening performance.
  • 11. Awards for Excellence Outcomes Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills? 10/22/2007 Page 11 of 175 Project Title Outcome Rank Outcome Id Outcome Comments Pilot Project - Philosophy Club exc Student learning: Was student learning achieved 1)Students will read the material provided and with regards to increased knowledge of concepts engage in discussions. and skills? 2) Ron and I provided the relevant philosophical doctrines that were appropriate to the topic that the students selected. 3) It was evident from the discussions that the students had read the material and were engaged in the dialog. Contemporary Health Issues/ Aging Population Service Learning Project exc Student learning: Was student learning achieved The majority of students found that this service with regards to increased knowledge of concepts learning provided them a different perspective to and skills? their understanding of members of the aging population. Several students were initially tentative in their approach to interact with the elders, but quickly found the experience to be rewarding more for themselves in ways that they had not anticipated. Curriculum Redesign: Performance - Based Eduction/Cutting edge for Nursing Education exc Student learning: Was student learning achieved With the implimentation of a quot;Service Learningquot; with regards to increased knowledge of concepts Module, this semester we were able to see and skills? leadership and role development. Self motivated learning students really excelled with the abilities, and expectations of the course. quot;Use and Utilization of eFolio Minnesotaquot; exc Student learning: Was student learning achieved GOALS and OBJECTIVES. After completion of with regards to increased knowledge of concepts the Award for Excellence proposal quot;Use and and skills? Utilization of eFolio Minnesotaquot;, I: 1) Developed expertise in the use of quot;eFolio Minnesotaquot;, 2) Compiled and organized an ePortfolio resource library, 3) Created an quot;eFolio Minnesotaquot; site, 4) Prepared quot;eFolio Minnesotaquot; training packets, 5) Serve as the Ridgewater College quot;eFolio Minnesotaquot; resource facilitator, 6) Teach and offer 1-on-1 instruction in ePortfolio development, use and utilization (see scheduled instruction), 7) Facilitate quot;eFolio Minnesotaquot; quot;open labsquot; (see scheduled labs),
  • 12. Awards for Excellence Outcomes Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills? 10/22/2007 Page 12 of 175 Project Title Outcome Rank Outcome Id Outcome Comments 8) Make rubric(s) available to serve as a guide to assess and critique ePortfolios. ACHIEVEMENT OF GOALS and OBJECTIVES. Students: 1) acquired knowledge about ePortfolios, 2) comprehended and translated general information about the purpose of electronic portfolios to the utilization of quot;eFolio Minnesotaquot;, 3) applied through selection, transfer and use the information and principles learned to design an quot;eFolio Minnesotaquot; site, 4) analyzed the site design, consulted with peers and myself, and made corrections and additions, 5) synthesized the results, and 6) evalated through assessment and critique the success of their quot;eFolio Minnesotaquot; site. EVALUATION TECHNIQUES TO DETERMINE OUTCOMES. Students, by utilizing knowledge acquired and rubric(s) provided can: 1) Judge their eFolio based on suggested evaluation criterion for ePortfolios, 2) Critique their own work and others based on acquired knowledge and skills, 3) Recommend to peers suggested improvements or changes, and 4) Justify design, content, use and utilization of an electronic portfolio based on specific standards and criteria. Using a Common Book to Promote a More Integrated Curriculum exc Student learning: Was student learning achieved 1) The goals/objectives related to student learning with regards to increased knowledge of concepts include: and skills? •increase cultural competence of students •increase exposure to worldviews and student experiences. •promote sharing of ideas across campus. •develop methods for using the book in the classroom 2) These goals have been met by an array of activities, including: classroom assignments encouraging research and critical thinking
  • 13. Awards for Excellence Outcomes Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills? 10/22/2007 Page 13 of 175 Project Title Outcome Rank Outcome Id Outcome Comments related to topic, interactive projects (such as writing the quot;I am Fromquot; poems). Meetings, website, outreach (Summer Kick Off Days, Opening Workshop, Diversity Day, and the Student Involvement Fair) have cross-pollinated ideas. The website (as a Clearing House), the Student Works' Bulletin Board, and email communications have fostered a variety of methods for using the book in the classroom. 3) In addition to the anecdotal information collected by professors, classroom assessment data collected by English faculty member Linda Tetzlaff, found that more than half of her Freshman Composition classes responded that they'd learned about other cultures and/or challenged their own belief system about others because of reading this book. Approximately 20 class sections of a variety of classes required, requested, or suggested reading the Common Book Program this semester. Meetings and presentations about the common book program have been attended by staff, faculty, students, and administrators from a variety of disciplines and departments. At all presentations, we've collected feedback from participants. Interestingly enough, the voices of immigrants/refugees were heard at non-common book events this semester during Diversity Day, the Global Poetry Recital, and the Vietnamese-American performance artist Kao Phi. Finally, the website has disseminated information and ideas about the Common Book Program. At this writing, the site had more than 330 visitors. Global Soul of Poetry exc Student learning: Was student learning achieved My objective was to provide an avenue by which with regards to increased knowledge of concepts students who attended the event, and those who and skills? participated alongside their professors, gained
  • 14. Awards for Excellence Outcomes Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills? 10/22/2007 Page 14 of 175 Project Title Outcome Rank Outcome Id Outcome Comments an appreciation for the true scope of diversity at NCC and the literary heritage behind each culture. The successful achievement of this objective was evident in the attendance of more than thirty students at both the fall and spring recitals. Assist with and promoting FYI, learning communites, and paired courses exc Student learning: Was student learning achieved The goals of increased participation in FYE with regards to increased knowledge of concepts courses and increased completion rates for these and skills? courses were both met. The enrollment in the combined FYE courses increased from 26 to 134 students when compared to the previous semester. Data shows that students who participate in the paired courses and learning communities show increased academic success. Teaching Circle: Active Learning exc Student learning: Was student learning achieved Some teaching circle participants indicated in their with regards to increased knowledge of concepts assessment of the active learning activities that and skills? students had specific increases in quiz scores when compared to student quizzes from prior semesters. Other faculty reported student discussion and processing of material was more in-depth and involved more critical thinking than when they previously taught the same material. Using a Common Book to Promote a More Integrated Curriculum exc Student learning: Was student learning achieved 1) The goals/objectives related to student learning with regards to increased knowledge of concepts include: and skills? •increase cultural competence of students •increase exposure to worldviews and student experiences. •promote sharing of ideas across campus. •develop methods for using the book in the classroom 2) These goals have been met by an array of activities, including: classroom assignments encouraging research and critical thinking related to topic, interactive projects (such as
  • 15. Awards for Excellence Outcomes Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills? 10/22/2007 Page 15 of 175 Project Title Outcome Rank Outcome Id Outcome Comments writing the quot;I am Fromquot; poems). Meetings, website, outreach (Summer Kick Off Days, Opening Workshop, Diversity Day, and the Student Involvement Fair) have cross-pollinated ideas. The website (as a Clearing House), the Student Works' Bulletin Board, and email communications have fostered a variety of methods for using the book in the classroom. 3) In addition to the anecdotal information collected by professors, classroom assessment data collected by English faculty member Linda Tetzlaff, found that more than half of her Freshman Composition classes responded that they'd learned about other cultures and/or challenged their own belief system about others because of reading this book. Approximately 20 class sections of a variety of classes required, requested, or suggested reading the Common Book Program this semester. Meetings and presentations about the common book program have been attended by staff, faculty, students, and administrators from a variety of disciplines and departments. At all presentations, we've collected feedback from participants. Interestingly enough, the voices of immigrants/refugees were heard at non-common book events this semester during Diversity Day, the Global Poetry Recital, and the Vietnamese-American performance artist Kao Phi. Finally, the website has disseminated information and ideas about the Common Book Program. At this writing, the site had more than 330 visitors. German Student Exchange Program exc Student learning: Was student learning achieved Several of the German students attended Dr. with regards to increased knowledge of concepts Kirsten Cron-Mills class which was studying the and skills? Holocaust.
  • 16. Awards for Excellence Outcomes Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills? 10/22/2007 Page 16 of 175 Project Title Outcome Rank Outcome Id Outcome Comments The German students attended Martha Lindberg's Music & Culture and Amy Magnus's Issues of Global Peace and World Responsibility. The visiting instructor, Wolfgang Bornemann taught several classes, talking about the cultural differences and similarities between our two countries. Several of the German students, who had a strong background in computer technology acted as teaching assistants in my Web Programming and Java class. Teaching Circles-Assistant Project Manager exc Student learning: Was student learning achieved Students were not aware of the e-folio opportunity with regards to increased knowledge of concepts that was available to them. We discussed all the and skills? pros and cons of using this as a quot;marketing toolquot; for themselves. After the discusss each student created their own e-folio. The biggest benefit for the student is that they can update it as needed and have a place that they can quot;show their work.quot; They also thought it was great that once they graduated from the college they could still keep the e-folio active and make changes as needed. Teaching Circles--Participant exc Student learning: Was student learning achieved 1) employ a case study in the classroom/get with regards to increased knowledge of concepts student feedback. 2)A case study involving milk and skills? production fluctuations was given to the students; 3)faculty in the Teaching Circle looked over and gave suggestions before the case study was used in the classroom and students completed a survey Teaching Circles---Participant exc Student learning: Was student learning achieved I created a Captivate movie for a lesson in a with regards to increased knowledge of concepts course I teach called quot;Computer Applications for and skills? Veterinary Technicians.quot; The students overwhelmingly agreed that this method of instruction could add to their self sufficiency in
  • 17. Awards for Excellence Outcomes Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills? 10/22/2007 Page 17 of 175 Project Title Outcome Rank Outcome Id Outcome Comments the course. I tried a discussion group assignment. My students enjoyed the experience. I was very pleased with the quality of the content of the writing the students contributed. Magnetic Instructional Tools for the Classroom exc Student learning: Was student learning achieved Student learning was exceeded with regard to with regards to increased knowledge of concepts increased knowledge of concepts and skills; and skills? engagement and collaborative interaction also succeeded beyond expectations in most activities. In addition, students reported that activities were enjoyable and engaging. In an ESOL class, Daryl Beres' goal was for students to master 50 affixes to increase their vocabulary. In weekly review practice, fifty magnetized affixes were used with overhead transparencies of charts or sentences projected onto a magnetic- receptive whiteboard. Students used magnets to complete the activities. Active Learning Advocate Michele Neaton observed the class and noted that quick and easy-to-use materials kept students focused on the material. She observed that the magnets seemed to help students focus on the quot;samenessquot; of affixes—how the morpheme can be used to form many different words. In a Developmental English 80 class, Patricia Pyle's goal was student mastery of the concept of person as related to the correct choice of pronouns and the correct form of verbs. In a pre-activity, most students could not complete a simple diagram based on person and number. Magnetic strips indicating person and number were used in lecture and in five sequenced board activities done in teams. In a post-activity, all students who participated in the activities scored at or near 100%. All who missed the five sequenced board activities scored zero. In another Developmental English 80 class,
  • 18. Awards for Excellence Outcomes Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills? 10/22/2007 Page 18 of 175 Project Title Outcome Rank Outcome Id Outcome Comments Dianne Del Giorno's goal was to increase student confidence and skill in the use of a variety of syntactic structures in revising papers written throughout the semester. When asked to score the usefulness of 10 different learning activities on a scale of 5 (highest) to 1 in achieving this goal, students over two semesters rated the use of magnetized words, phrases, and clauses at 4.72 and 4.79, a score higher than that of any other activity. (Several students added comments to the survey praising the instruction with magnets. One student readjusted the scale to give quot;lessons with magnetsquot; a quot;10.quot;) In comparing student performance on the exit test and exit paragraph completed each semester, the instructor noted an increase in writing skills, both in avoiding common errors and in using a wide variety of syntactic structures, demonstrated by students who were present when magnetic materials were used in instruction. Automated External Defibrillator Program exc Student learning: Was student learning achieved We have had a large turnout of student with regards to increased knowledge of concepts participation on each campus and their and skills? involvement of being on the emergency response teams on campus. This participation increases the likelihood of having trained people nearby in the event of a cardiac emergency. We continue to maintain the voluntary list of these students and their completed certifications in AED/CPR and First Aid at a Health Care Provider level. Project Training for Technology Demands exc Student learning: Was student learning achieved Students were able to accomplish tasks using the with regards to increased knowledge of work order forms. The forms did not have
  • 19. Awards for Excellence Outcomes Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills? 10/22/2007 Page 19 of 175 Project Title Outcome Rank Outcome Id Outcome Comments concepts and skills? detailed information required to accomplish the tasks but students were expected to figure that out. On average they accomplished the tasks with less instruction and in the time expected with minimal assistance. The evaluation was based on completion of the task in a reasonable amount of time with minimal assistance. Project Lead the Way Implementations exc Student learning: Was student learning achieved 1) Goal was to increase engineering awareness for with regards to increased knowledge of concepts Nashwauk-Keewatin high school students. and skills? 2) Through 9 sessions in their classroom and one organized event on our campus, I exposed the students to the wide options available in the career and to the excitement of the profession. 3) Students journaled their questions and responses to my presentations. Nursing Simulation Scenarios Level II and Clinical Lab Day exc Student learning: Was student learning achieved Goal: To better prepare students to return to with regards to increased knowledge of concepts clinical via simulation scenario and clinical lab day. and skills? A survey of the students validated that they were better prepared when resuming clinical. Fused Glass and PMC exc Student learning: Was student learning achieved 1. The goal was to learn and teach Fused and with regards to increased knowledge of concepts PMC glass techniques. and skills? 2. I acheived the goals by attending workshops, learning from glass artist friends, reading and creating, and firing glass fused. I have been teaching these techniques to students this semester. I had the students write their personal responses to learning the techniques. Expanding Innovation and Improving Accessibility of the Sales, Marketing and Management Curriculum exc Student learning: Was student learning achieved One of the goals of this project was to quot;Expand the with regards to increased knowledge of concepts Innovation in Course Deliveryquot;. Through the work and skills? on this grant I have been able to develop all of my courses into a blended format using D2L. In all of my classes, students now have access to course materials on each chapter in
  • 20. Awards for Excellence Outcomes Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills? 10/22/2007 Page 20 of 175 Project Title Outcome Rank Outcome Id Outcome Comments a variety of formats including chapter study guides, PPT's, and practice tests. In addition, students have access to resources that have been beneficial to students completing research projects and course assignments. I have received numerous positive comments from students in regards to the development of these resources being available online. Academic Writing and Electronic Communication exc Student learning: Was student learning achieved Goal 1: Help prepare students to be successful in with regards to increased knowledge of concepts other courses and skills? This was assessed by individual conferences with students and instructor reflection at the end of the semester. We surveyed the students in order to make changes for future semesters. Polled students as to what courses they are taking in Spring 2007. 1. Student is planning on taking Math 0901 and ESOL 1280 2. Student is planning on taking MATH 1260 and English Writing 3. Student is planning on taking ESOL 1260, English 1111, and Biology 4. Student is planning on taking Calculus, Physics, and Chemistry. Advised student to speak with Advisor. 5. Student is planning on taking CIS1101, Geography, and English 1111 6. Student may take one more ESOL course and will be working with Advisor as student plans to transfer fall 2007 to a college in Ohio. Both instructors held individual conferences with students to discuss progress. Surveys are available upon request. • Students will practice keying their assignments and self editing their work. Students in the CIS 1000 course key their assignments from the very beginning of the
  • 21. Awards for Excellence Outcomes Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills? 10/22/2007 Page 21 of 175 Project Title Outcome Rank Outcome Id Outcome Comments semester and need to be able to self edit their work. Assignments are expected to be formatted correctly and proofread. Any errors found are to be corrected. Method of assessment of learning was a pretest and posttest to measure the learning that occurred in the CIS1000 course during the semester. Testing instruments were a simple report, business letter, and memorandum with a table. Students met the learning objectives of the course as of December 1, 2006. Goal 2) Prepare students for future online courses. Our emphasis for preparing students for future online courses was to use Desire2Learn and e-mail. Both instructors have Course Homepages in Desire2Learn for each individual course. Students have had experience sending e-mail to faculty and receiving e-mail from faculty. Each student has an e-mail account and checks it regularly. Students are able to check the syllabus for each course in the Learning Community from their Desire2Learn student Homepage. These paired courses are listed under Learning Community in each faculty member's Desire2Learn Course Homepage. In Desire2Learn, faculty and students used the Content area, Dropbox, etc. Students have had considerable experience during the semester accessing Desire2Learn to check grades, review study materials, check assignment due dates, etc. Knowing how to use these features as well as being able to login to Desire2Learn and know how to use the tools in Desire2Learn will be helpful for the students when taking future courses that use Desire2Learn. Anthropology Through The Arts exc Student learning: Was student learning achieved The goals for this project were to provide an with regards to increased knowledge of alternative, sensory learing experience for the
  • 22. Awards for Excellence Outcomes Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills? 10/22/2007 Page 22 of 175 Project Title Outcome Rank Outcome Id Outcome Comments concepts and skills? entire Normandale Community and to illuminate examples of rich ethnographic expressions to Normandale students, staff, faculty, and others in the community. In addition, this project was designed to align with the mission of Normandale Community College and the Department of Anthropology by presenting insightful programs that would illustrate and promote appreciation for diversity in people. A fourth goal was to conduct a pilot study that would measure the feasibility and acceptance of future planned film/arts festivals at Normandale. I would have to say that all four goals were very successful in having been achieved, and there really was not one of these areas that failed to accomplish its goals. In the area of community participation, this was the only area that for future planning, more announcements regarding the festival should definitely go out into the community since most of the attendees who were not students, staff, or faculty, were friends and relatives of the above groups. This pilot project far exceeded expectations in that our primary assessment tool for measuring student learning and appreciation for this festival was an evaluation form, and all of the comments received on 116 summary evaluations point to effectiveness and positive reactions to this festival. The evaluation form itself was a one page evaluation sheet that was comprised of four ranking questions and six yes/no questions with space provided for comments. Attendees were asked to fill out a form for each film that was viewed by them, or they were given the option of completing one evaluation for each of the three segments that the festival was divided into (Friday evening, Saturday morning, and Saturday afternoon). A copy of the evaluation form is attached as well as a summary of the
  • 23. Awards for Excellence Outcomes Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills? 10/22/2007 Page 23 of 175 Project Title Outcome Rank Outcome Id Outcome Comments quantitative and qualitative responses. Service Learning in Medical Anthropology exc Student learning: Was student learning achieved There were three primary goals for this service with regards to increased knowledge of concepts learning component to this course in Medical and skills? Anthropology taught in Spring, 2007. The first goal involved both student and instructor learning. There was also a goal for the instructor to provide (with the assistance of the Planned Parenthood Staff) to teach ethnographic work through participant-observation in a community setting. The second goal of this project involved community engagement, and this project clearly involved very specific health and emotional situations as they related to the termination of pregnancies. Course was to develop a program for students whereby they could utilize participant-observational skills and subsequent analysis of ethnographic data in health care situations. The three goals were achieved by offering this component to students, having it develop into a part of this course (that will be offered in future courses in Medical Anthropology also) and documenting the success and reflective results from the students who participated. From the questionnaire that was developed and from the reflections of the students, outcomes were assessed and will continue to be assessed. Learning outcomes were assessed by the instructor in meeting with the students who participated in this project. This was a verbal interaction, and I feel that measurement was adequate for stating that students' outcomes were especially good in this interview process and data analysis. The second goal of this project was that of community engagement. This goal was well met in that the students were actively involved with women and sometimes men in their pursuit of
  • 24. Awards for Excellence Outcomes Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills? 10/22/2007 Page 24 of 175 Project Title Outcome Rank Outcome Id Outcome Comments information from Planned Parenthood. The interaction was well-received by the people involved, and clearly the students were able to come away with a much better, if not different, assessment of what occurs at Planned Parenthood facilities. The third goal was that of cultural competence. This goal is addressed often in various venues today, but clearly for this project, there was a lot to be gained on the part of the students in going from what they all initially held in cultural sensitivity to what can actually be measured as cultural competence. Upon taking the cultural competence self-test, all students in the class are now viewing their own competence levels and seeing changes in the ways that they interact with those who are considered quot;differentquot; in various ways. The ultimate goal to be reached is cultural proficiency, and many of the participating students felt that they knew how to work towards that achievement. Oral Histories Project in Cultural Anthropology exc Student learning: Was student learning achieved 1. The goals of this project were to: a. conduct with regards to increased knowledge of concepts original interviews and follow through with research and skills? on the oral histories of elderly residents in Bloomington, Minnesota, b. to place students into the community as a teaching method and tool for learning, all as a part of participant-observation in anthropology - this being the primary tool used by anthropologists in ethnology, c. to reach a better understanding of some of the issues of the elderly and specifically aging processes and health issues concerning this population. 2. All three goals were met and exceeded early expectations in several ways. Goals were reached by first outlining with the students what the goals of this project were to be and then bydesigning an instrument for interviewing individuals within the community.
  • 25. Awards for Excellence Outcomes Program equals cfae and Outcome Id equals Student learning: Was student learning achieved with regards to increased knowledge of concepts and skills? 10/22/2007 Page 25 of 175 Project Title Outcome Rank Outcome Id Outcome Comments We wanted to ask specific demographic questions and we also wanted to hear about quot;what the people wanted to sayquot;. We asked them what they remember most fondly about the past years and we asked about their vision of the future, for instance. The students were especially pleased with working in the community during this project's span. They worked around their own time availability and they actually ended up finding their own subjects for the study since the Bloomington Historical Society experienced some staffing and management problems and could not participate in the project. This was an especially good lesson in perseverence and adapting to different situations. It all worked out well. A total of nine students participated in the project. They devoted at least 20 hours each to the interviewing and data analysis for the project. The third goal was met by evaluating the data compiled. I assisted in compilation and the group met to go over the data. The students were surprised to find that in this population of elderly residents in Bloomingto, there is little discrimination described, few feelings of isolation (with strong family ties and contacts, senior facilities, etc.), and a positive attitude prevailed regarding past and future reflections. Other than some unexpected health issues, residents rely upon Government health care and supplemental insurance and thus do not find themselves without access to health care. Generally, they are very attentive to preventive health care and screening for ruling out diseases. All of this data was very valuable as was the students' recognition that this type of interviewing was well-received and also very valuable as a learning tool.