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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.
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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
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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
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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
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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.
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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
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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
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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.
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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.
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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.
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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),
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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
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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
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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
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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.
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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
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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,
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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
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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
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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
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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
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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
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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
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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.
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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.