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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 \"Service Learning\"
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.
\"Use and Utilization of eFolio Minnesota\" 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 \"Use and
and skills? Utilization of eFolio Minnesota\", I:
1) Developed expertise in the use of \"eFolio
Minnesota\", 2) Compiled and organized an
ePortfolio resource library, 3) Created an \"eFolio
Minnesota\" site, 4) Prepared \"eFolio Minnesota\"
training packets, 5) Serve as the Ridgewater
College \"eFolio Minnesota\" resource facilitator, 6)
Teach and offer 1-on-1 instruction in ePortfolio
development, use and utilization (see scheduled
instruction), 7) Facilitate \"eFolio Minnesota\" \"open
labs\" (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 \"eFolio Minnesota\", 3)
applied through selection, transfer and use the
information and principles learned to design an
\"eFolio Minnesota\" 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 \"eFolio Minnesota\"
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 \"I am From\" 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 \"I am From\" 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 \"marketing tool\"
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 \"show their work.\" 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 \"Computer Applications for
and skills? Veterinary Technicians.\" 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 \"sameness\" 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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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 \"lessons with
magnets\" a \"10.\") 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 \"Expand the
with regards to increased knowledge of concepts Innovation in Course Delivery\". 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 \"different\" 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 \"what the people
wanted to say\". 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.

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Student Online Supplement for MATH0200 and MATH0210 Final Exam Reviews Using Tegrity exc
Student learning: Was student learning achieved 1) Provide MATH0200 and/or MATH0210 students
with regards to increased knowledge of concepts online support that will supplement the common
and skills? review for their respective final exams.
2) I produced Tegrity recordings of all solutions to
the MATH0200 and MATH0210 common final
exam reviews. The Tegrity recordings were linked
through websites which I created and currently
maintain and made accessible to all students
taking these two classes. The links are housed on
the ARCC Mathematics Department Website at the
following link: http://www.ar.cc.mn.us/math/ The
students are able to visit the website, print the
common final exam review and utilize the Tegrity
recordings to review for their final exam.
3) A post-final exam questionnaire was given to
the students by instructors who used the Tegrity
recordings as a supplement. Of the MATH0200
students polled, 75% used the Tegrity recordings
to review for their final exam. Of the 75%, the
average response to the level of usefulness, using
a scale of 1(not useful at all) to 5 (extremely
useful), was 4.35. Also, of the 75%, the average
response to if they would use this type of
supplement again, using a scale of 1(not at all) to
5(All the time), was 4.47. Of the MATH0210
students polled, 61% used the Tegrity recordings
to review for their final exam. Of the 61%, the
average response to the level of usefulness, using
a scale of 1(not useful at all) to 5 (extremely
useful), was 4.13. Also, of the 61%, the average
response to if they would use this type of
supplement again, using a scale of 1(not at all) to
5(All the time), was 4.38. The results indicate that
the Tegrity recordings are being used by a majority
of students and the students found the
supplements to be very useful in their studies.

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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.
Development of Online Physical Geography Course exc
Student learning: Was student learning achieved So far in the course students have a clear grasp of
with regards to increased knowledge of concepts the key concepts and processes discussed.
and skills? Students have been successful at not only
completing the assignments due so far, but have
performed well on them. Students have jumped
into the discussions with enthusiams and that has
helped them learn and grow as well. The upcoming
test will really help give me a clear understanding
of their knowledge base.
TechNow Summer Programming Camp exc
Student learning: Was student learning achieved A main goal was to have the students learn good
with regards to increased knowledge of concepts programming practices as well as have the
and skills? opportunity to interact with Computer Careers
faculty and business representatives.
The students picked up the material so quickly
during the three-day summer camp that we had to
incorporate more content. For the last day I
brought in several modules from my Java I
programming course showing them how to install
and write a basic Java program. We also had the
students do a pair-programming activity which
demonstrates how much more effective team
programming is. And, we showed the students how
to use FTP (File Transfer Protocol) to move files
from their own computers up to a server so they
could be viewed by others as well as how to
program the Lego® MindStorm® robots.

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Convert CSCI 2050 to fully online exc
Student learning: Was student learning achieved While I thought that this course was as appropriate
with regards to increased knowledge of concepts to online presentation as any we have, I was very
and skills? concerned that the lack of interactive presentation
of material would hamper student performance to
some degree. This did not happen, and overall
student performance was as high as or higher than
any section I have taught of the course.
Stress Management exc
Student learning: Was student learning achieved Students filled out a short anonymous survey.
with regards to increased knowledge of concepts Responses are positive and repeated use of the
and skills? biofeedback system beyond classroom
assignments has been noted.
Service Learning for Health 1118: Stress Management exc
Student learning: Was student learning achieved 1. To demonstrate the importance of community
with regards to increased knowledge of concepts service and build relationships between students
and skills? and the community. 2. The addition of service
learning as an option for their semester project and
the research that supports service learning as a
stress management technique was the first
indication of the importance of community service
and its impact on health behaviors. To achieve
this goal I attended the training sessions offered by
the Center for Service Learning and had them
come into the classroom for a presentation on
each of the sites chosen. I then discussed the
importance of service learning and its relationship
to being a stress management technique for an
individual and for those who are receiving the
service. 3. The evaluation tools used to assess
the importance of community service was a survey
and final paper which was distributed and
completed at the end of the service learning
hours. The survey asked students why they
choose service learning as an option for their
stress

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management projects. The largest group had the
response that they wanted experience with a
population that was different from what they usually
encountered. The next group wanted hands on
experience for a career choice, and the lowest
responses were that students wanted to explore
alternative stress management techniques. Since
majority of the students who completed the service
learning hours choose the response that they
wanted to gain experience with a different
population the results support the learning
objective that students wanted to build
relationships between themselves, their
community, and experience the benefits from that
connection. The final paper assessment asked
students to identify their original objectives, give an
overview of the service learning and journaling
experience, and how they made the connections
between the service learning experience and
classroom content/activities.
Fall Semester 2006, SEEDfolks exc
Student learning: Was student learning achieved There were two goals related to student learning:
with regards to increased knowledge of concepts 1. develop examples for the classroom and the
and skills? surrounding environment that include a rich
diversity of cultures and 2. use language and
interact with students in a manner that shows
universal respect for various cultural and
sociological backgrounds.
The participants shared many examples of how
their students elaborated more in class and in their
writing after exposure to the various exercises. In
student evaluations they commented on how
important the inclusion of culture was to their
learning.
Changing the Classroom from Competition to Collaboration (Spring 2006) exc
Student learning: Was student learning The collaborative learning techniques

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achieved with regards to increased knowledge of implemented by faculty members of the group
concepts and skills? helped students achieve better understanding of
material, helped students achieve higher quiz
scores than a previous group (in one instance),
helped students increase confidence in their own
abilities, helped students enjoy the material, and
allowed them to share constructive criticism
comfortably.
Arts Interaction and the RCTC Common Book exc
Student learning: Was student learning achieved The most obvious outcomes of the project will be
with regards to increased knowledge of concepts the creation and interaction by the URC community
and skills? with the five created interactive exhibition projects
(initial example project creation, and four
community created projects). Additional student
learning outcomes will involve (1) innovation, (2)
collaboration and partnerships, (3) aesthetic
expression, (4) quality and continuous
improvement, (5) stewardship, (6) student and
community engagement. The project, depending
upon the content selected by the UCR community,
has the potential to involve diversity and global
perspective issue outcomes.
MSCTC SPORTS MASSAGE TEAM exc
Student learning: Was student learning achieved Goal #1. To expand student knowledge and
with regards to increased knowledge of concepts experience of sports massage. We acheived this
and skills? goal in a big way by having James Waslaski
conduct a sports massage training session for the
team. Also, for the various athletic events,
informational lessons were emailed to each team
member prior to the event, providing them
specialized techniques for various athletic events.
Team coordinators oversaw the massage
techniques at each event, providing feedback on
skill and technique.
Goal #2. Offer credentials. Team members who
attended James Waslaski's training session
received 3 CEU, and upon successful completion
of the project, received a certificate

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of of Recognition.
Goal #3. Recognition of MSCTC and its Massage
Therapy program. At each athletic event we
attended, we had fact sheets available for the
massage program as well as an MSCTC sign.
Goal #4. Make massage therapy available to
athletes to improve their athletic performance. The
team massaged literally HUNDREDS of athletes
not only at their competition, but also during their
training to address muscle injuries and to enhance
their recovery.
MSCTC SPORTS MASSAGE TEAM exc
Student learning: Was student learning achieved Goal #1. Advertisement and recognition of MSCTC
with regards to increased knowledge of concepts and the Massage Therapy program. The team
and skills? went to many different towns to do Sports
Massage which definately increased visibility of the
MSCTC Massage Therapy Program. We had
brochures and a MSCTC sign displayed. Goal #2.
Expanding the Sports Massage aspect and
knowledge to students. The extra concentration in
Sports Massage made students learning excell.
Going to athletic events also made the learning
advance. Goal #3. Making massage therapy
benefits more available to athletes to improve their
endurance and performance. Most athletes know
about massage but some do not and we were able
to address their muscles issues and at the same
time educate them about massage. We had the
opportunity to work at many different events and on
a large amount of athletes. Goal #4. Offering
students who join the team a training session in
sports massage, credentials and participation at a
specific number of athletic events. Along with
James Waslaski's seminar which included 3
CEU's, the members who completed the required
number of events received a certificate of
Recognition.

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Analysis of Automotive Internet training exc
Student learning: Was student learning achieved I have been interested in trying to offer auto
with regards to increased knowledge of concepts training on the internet for some time now. The car
and skills? manufacturers have nearly all changed to internet
training for the employee technicians working in
local dealers. They spend a lot of money to train
these technicians on all the new auto systems that
are available on new cars. I wanted to see if entry
level training was feasable. I found a company
called CDX that is based in Australia that has put
together automotive training materials that are
excellent. They have both PC based training
materials that can enhance our existing training
materials and internet training materials that can
be accessed from anywhere. The CDX system is
very complete and well laid out. They have a very
thurough package of training. The training has over
600 theory videos, 500 assignment task sheets. It
also has interactive knowledge checks and written
tests to assess student learning. The text book has
a english to spanish dictionary I believe will
enhance and enlarge our target training market.
MSCTC--Moorhead Art Fund exc
Student learning: Was student learning achieved 1. To increase student understanding and
with regards to increased knowledge of concepts appreciation of Western and non-Western artifacts
and skills? and cultures through exposure to art via the
MSCTC Art Fund collection, virtually and in the
facility.
2. Students from art and non-art backgrounds
recieved instruction and exposure to art. The art
students engaged in hands-on experience creating
art, as well.
3. Two samples were used, art and non-art
students. A total of 38 students were surveyed
pre-intervention and post-intervention. The
surveys were analyzed using data collected. The
intervention consisted of lecture, veiwing

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art in the MSCTC--Moorhead facility and on the
MSCTC--Moorhead Art Fund web site. The results
showed that students were more likely to view art
positively and reported wanting to continue to
experinece art in the community, plus they were
more understanding of cross-cultural art and other
cultures as a result, after the intervention.
Innovative Teaching Strategies to Enhance the Social and Emotional Environment of Online Courses exc
Student learning: Was student learning achieved Obj:Develop a survey instrument to assess if
with regards to increased knowledge of concepts students' needs for community and belonging are
and skills? met in an online class and if they believe the
instructor cares about their performance.
•Obj. achieved by: Senior Instructional Designer at
Univ of MN critiqued course design and gave
recommendations. Literature research was
conducted to determine the best strategies and
teaching techniques to implement. Survey
instrument was designed to assess feelings of
community and belonging as well as if the
instructor demonstrated care and concern about
students and students' academic success.
Eval: Survey was administered. Data was
collected and compared from online course and
face-to-face course. Results showed that students
did experience feelings of community and felt that
the instructor cared about their success.
Ex: Students learned to have positive social
interactions in an online environment.
New Ideas and Discussion: Normandale Colloquium Series exc
Student learning: Was student learning achieved All attendees were given a brief survey to complete
with regards to increased knowledge of concepts and return at the end of the each colloquium.
and skills? Please see appendix #2 for student self-reported
survey results.
Health/Physical Education discipline Workshop exc
Student learning: Was student learning One goal was to discuss online teaching in

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achieved with regards to increased knowledge of health and physical education. A panel of
concepts and skills? instructors discussed their expreiences and offered
suggestions to other faculty thinking about putting
their courses online. Remarks on the conference
evalutation indicated very satisfactory ratings and
included remarks on usefulness of the information.
Environmental Health Course exc
Student learning: Was student learning achieved 1. Describe the following (EXAM):
with regards to increased knowledge of concepts a. Dimensions of wellness
and skills? b. Ecology, epidemiology and toxicology concepts
c. Environmental agent effects on human health
d. Environmental agent-organ toxicity
relationships
2. Assess their environmental health risk,
research what can be done to decrease one risk
and advocate for change for environmental health
promotion (Research and Letter).
3. Assess how their behaviors impact the
environment and devise and implement a plan of
action to change one behavior (Pre and Post
Behavior Survery).
4. Demonstrate use of the environment for health
promotion and healing (Service-learning projects).
Film Library exc
Student learning: Was student learning achieved The electronic format gives students an easy
with regards to increased knowledge of concepts method of film review, information and location.
and skills? Having films in an organized format also increases
utilization of films
Retention of Concurrent Students:K-12 Partnership Concurrent Educational Intervention Sessions exc
Student learning: Was student learning achieved The goal was for Perham High School students to
with regards to increased knowledge of concepts gain a greater understanding of how the MSCTC
and skills? concurrent courses offered to them will fit into the
Minnesota Transfer Curriculum and meet different
degree requirements. The

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objective is that this increased knowledge will lead
to increased retention for the concurrent students
and increased matriculation to MSCTC after high
school graduation.
A survey was administered to Perham High School
concurrent students and potential current students
which assessed their knowledge of the Minnesota
Transfer Curriculum, degree options available,
gpa/transcripts, transferring and transfer
resources. Survey results indicated many gaps in
knowledge and a comprehensive educational
intervention curriculum was developed as a
response to the indicated needs. Informational
educational sessions were conducted with over
150 students at the Perham High School to provide
the above-mentioned information. A detailed
packet of information was also developed and
distributed to students for their own use or to share
with their parents.
The students completed a post-survey to
determine the intervention's effectiveness. Survey
results indicated an increase in knowledge on a
multitude of topics. This increase in knowledge
ranged from a 13.6% improvement up to a 42.9%
increase in knowledge. For example, there was a
26.2% increase in knowledge in how the MSCTC
concurrent courses will meet the requirements of
an Associate in Arts Degree of a Bachelor's
Degree. There was also a 25.4% increase in
knowledge in how the MSCTC concurrent course
will meet the requirements of more technical
degrees such as an Associate of Applied Science
or Associate of Science Degree.
After registration for fall 2007 concurrent

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classes Perham High School indicated there has
been a 100% retention rate of concurrent juniors
who will be enrolled in concurrent classes again
next fall as seniors. In addition, Perham High
School Counselor, Jan Turgeon, has also
confirmed that there is a significant increase of
concurrent seniors who firmly plan on attending an
MSCTC campus next year. Fall of 2005 saw 5
concurrent students matriculate; fall of 2006 saw 9
concurrent students matriculate and we are
expecting at least 15 students to matriculate for fall
of 2007.
Graphic Design and Print Communication Career Day exc
Student learning: Was student learning achieved Students that are presently enrolled in the program
with regards to increased knowledge of concepts used exceptional customer service skills to talk
and skills? with prospective students.
Each group was able to spend approxamately
15-20 minutes explaining the print and design
industry.
Very positive comments from all high school
teachers.
A Musical, Intercultural, Visual Learning Experience exc
Student learning: Was student learning achieved 1. To make students aware of the connections
with regards to increased knowledge of concepts between music from different cultures. To stimulate
and skills?
their imagination with the connection between
Impressionist art and impressionist music. To
encourage students to express their reactions to
this experience through written compositions. The
dissemination of the materiuals and the actual
musical and visual presentation met our goals.
encourage students to express their reactions to
this experience through written compositions.

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2. the disseminating of the materials and the
actual musical and visual presentation met our
goals. The evaluation techniques have differed
from depaqrtment to department. In French and
Spanish,
students are writing compositions in the target
language. In culture courses they are writing in
English. The many compositions we have already
seen, and more are coming, have more than met
our expectations. Students learned what
impressionism is, in art and in music. During the
visual and musical performance, comments by
students and faculty have demonstrated that the
connection was a powerful one.
Collaborative Simulation Project exc
Student learning: Was student learning achieved The goal of this project was to improve access to
with regards to increased knowledge of concepts and increase the use of clinical simulation in
and skills? nursing education. As a result of this collaborative
project, eighteen scenarios are now available to
the nursing faculty at Anoka-Ramsey Community
College for their use in simulated learning activities
for use with students. The faculty involved in this
project implemented these scenarios in their
programs and evaluated student learning with the
students involved in the simulated activities. The
students reported that their learning was enhanced
through the use of the simulations. The faculty at
Anoka-Ramsey Community College plan to
integrate more simulated learning activities to
enhance student learning in fall semester, 2007.
Pre-Pi Day Pi-K Walk exc
Student learning: Was student learning achieved 1. High school students were exposed to a variety
with regards to increased knowledge of concepts of subjects and actively engaged in labs and
and skills? discussions. Evidence: I visited the high schools
one week later to observe the students sharing
what they had learned.

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2. The Mesabi students involved in the planning
gained valuable experience: maneuvering the
different bureaucracies of the college and high
schools, fundraising in the community, organization
and scheduling (the master schedule itself was a
graph theory problem!) Evidence: The students
have already formed a committee and are working
on next year's event.
The Writing Center exc
Student learning: Was student learning achieved We increased awareness that good writing is
with regards to increased knowledge of concepts essential in all disciplines. We increased students'
and skills? access to writing support. We improved student
writing skills.
Biodiesel Pilot Project exc
Student learning: Was student learning achieved 1.) To provide students with a hands on learning
with regards to increased knowledge of concepts exercise requiring research and the application of
and skills? new technologies.
2.) Students were required to participate in the
research related to the chemical process of
biodiesel conversion. Students were required to
research and apply technologies not formerly used
in our department. With the quality of the final
product being a key factor in relation to the
system's overall performance, the understanding of
each individual component was enhanced.
3.) Daily progress reviews by instructors, peer
reviews, and the successful processing of their first
batch of biodiesel fuel.
exc
Student learning: Was student learning achieved df
with regards to increased knowledge of concepts
and skills?
Online Classes: Portfolios for Educators II and III exc
Student learning: Was student learning achieved A goal of the project was to offer an opportunity for
with regards to increased knowledge of concepts students to take Portfolios II and III online without
and skills? sacrificing faculty/student

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communication and with classroom experience still
attached to the portfolio classes. The goal was
achieved by faculty monitoring of existing portfolios
to be sure students were documenting
competencies/skills in an ongoing manner; by
maintaining close contact with students through
emails or face-to-face appointments; and through
verification of student contact hours in classrooms
throughout the metro area. The evaluation of
student outcomes is through the review of the
electronic portfolios as they evolve in all areas.
Tomorrow's Teachers Get the Right Start at MRCTC exc
Student learning: Was student learning achieved Our intial objective was to begin to build interest in
with regards to increased knowledge of concepts the three AA Degree programs and the BA Degree
and skills? cohort model programs. Students have indeed
received news about these programs very
enthusiastically and are meeting with MRCTC
student advisors to schedule courses in order to be
prepared for the articulation and cohort model
opportunities. There has also been interest in
these AA and BA Degree programs from students
currently attending other MnSCU institutions who
would like to register for education courses at
MRCTC while enrolled at other institutions.
Rochester Area Council of Teachers of English exc
Student learning: Was student learning achieved 1) specify your goals/objectives
with regards to increased knowledge of concepts
and skills? The intent was not to make any direct changes in
student learning this year; the intent was rather to
examine data so that student learning and
college-level placement scores in reading and
writing would be increased in the future.
2) explain how the goals/objectives were achieved

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The first method used to achieve the goal was to
collaborate on expectations in grading
placement-style essays for high school students.
The second method used to achieve the goal was
to establish a better understanding of college
placement tests for the high school English/reading
faculty members.
3) describe the evaluation techniques you used to
determine outcomes.
Our evaluative technique for the first goal (grading
high school placement-style essays) was to get all
of the Mayo High School English faculty members
together in a room with four RCTC English faculty
members for a full day. Together we scored
several hundred Mayo High School 11th grade
placement-style essays using a holistic rubric with
a 1 to 6 scoring system. We attempted to have at
least one college reader/scorer for every one or
two high school scorers / readers. We then
compared the results to see if the scoring was
different. Our expectations for this exercise
seemed to be very similar. The results were then
shared with students so that they could have a
solid understanding of their writiing levels at an
early point in their junior year of high school.
Our evaluation technique for the second goal
(Accuplacer testing session) was to have high
school and college English writing/reading faculty
members take the Accuplacer test and to analyze
the kinds of questions that were asked. Then we
held a group discussion on what was covered in
the questions, the way it was covered, etc. As a
follow-up to this, RCTC will be presenting an
Accuplacer session at the

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pre-school duty day on August 30 for all the
Rochester Public High School teachers.
\"Inside Inver Hills\" exc
Student learning: Was student learning achieved My goal was to produce a pilot program and three
with regards to increased knowledge of concepts 1/2-hour television news shows. We did that, but
and skills? by the end, the student were doing all the studio
work themselves, without any help from the Town
Square Television production staff. That fact
exceeded my expectations since we always had an
almost entirely new group of students at each
show after the initial training.
Integrating Service Learning into Abnormal Psychology exc
Student learning: Was student learning achieved The ultimate purpose of this project was to
with regards to increased knowledge of concepts integrate a service learning component into an
and skills? Abnormal Psychology course. The goal of such a
service learning component was to help students
to better understand issues related to mental
illness, empathize with those who struggle, and be
prepared to respond compassionately toward such
issues in the future. There were three ways in
which it was shown that students seemed to
accomplish these objectives. First, A pre-post
assessment revealed significant changes in
students' attitudes toward those with psychological
disorders (the pre-class mean was 7.13 on a 1-9
point scale; the post-class mean was 7.92 on a 1-9
point scale; see the attached assessment tool for
more information). Second, students rated the
service learning experience as being responsible
for producing significant changes (i.e., the mean
was 7.89 on a 1-9 point scale; see the attached
assessment device for more information). Finally,
qualitative data suggested that students perceived
their service experiences as very meaningful (see
the attached examples of general responses

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students had to the experience).
Use of Peer Mentors to Aid Students in Lower Level Math Courses exc
Student learning: Was student learning achieved A major goal was to improve student success in
with regards to increased knowledge of concepts remedial math courses by weekly meetings with a
and skills? 'peer coach.' Coaches were trained to not only
work with and monitor course work but to also help
their student develop better study skills. Coaches
were required to fill out reports for each session
which I reviewed on a weekly basis. Coaches also
met individually with me during the semester. Pass
rates of participating students were compared to
the norm for remedial classes.
Podcasting, Streaming Video and Wikis as Instructional Learning Tools exc
Student learning: Was student learning achieved • To create a Personalized & Welcoming Online
with regards to increased knowledge of concepts Lab Climate
and skills? • Provide Clear Online Lab Expectations
• Provide Multimodal Instructional Methods
• Encourage Teacher - Student and Student -
Student Interaction
• Demonstrate Knowledge using Technology to
Enhance Learning
Service Learning in the Public Speaking Course exc
Student learning: Was student learning achieved The major goal for this project was to provide an
with regards to increased knowledge of concepts alternative means for students to learn about and
and skills? improve their speaking skills. This goal was
accomplished effectively. Students' reflection
papers and journals consistently indicated that they
were gaining experience and practice in public
speaking that they would not have received
otherwise. Students also were able to connect
course content with their experience. Their papers
and journals referenced concepts that were taught
in the class or read in their text book. Students
were clearly able to see these connections,
perhaps more so than a student who did not
choose the service learning option.

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Besides gaining greater insight into public
speaking, it was hoped that students would
actually be better speakers, increasing their skill
level. This, I believe, was achieved in most cases.
After every presentation, students were required to
have their audience fill out an evaluation. The
results of these evaluations consistently improved
each time a student gave a presentation. None of
76 total evaluations indicated that an audience
member was dissatisfied with the student's
performance. Also, when the students gave
required speeches in class, there was a greater
level of improvement in most of the service
learning students than non-service learning
students. I attribute this to the fact that most of the
service learning students did significantly more
speeches than non-service learning students, and
therefore, had more opportunity to learn and
improve.
This project had further goals in creating
relationships with organizations in the community.
My students were able to meet significant need in
the community through their service learning
project. Students reported that they felt needed
and appreciated. It is hoped that the three
organizations we worked with felt that their needs
could be met in an effective way.
Argonne Experimental Forest Study Project exc
Student learning: Was student learning achieved Objectives were to experience quality northern
with regards to increased knowledge of concepts hardwoods which were not present in Northern
and skills? Minnesota and learn how to manage them. The
objectives were achieved through examinations
and note taking of various indicator stands.
Evaluation was a hands on field marking exercise
applying newly learned techniques

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Nursing Students Learning Through Service exc
Student learning: Was student learning achieved Increased knowledge of community health
with regards to increased knowledge of concepts resources and volunteerism
and skills?
The Digital Transcription Classroom exc
Student learning: Was student learning achieved Profincy with which students completed their
with regards to increased knowledge of concepts assignments. Clarity with which they heard the
and skills? dictation and the proofreading skills were better..
In the beginning class periods students shared
their experience with the new equipment and
techniques and features learned. Students took
ahold of this latest technology with enthusiasm. In
addition to having the foot pedals in their
possession to use on their time schedule and not
just inclass, they exceeded deadlines and
demonstrated teamwork. In the Advanced class
students were able to complete 12 more projects
then they had in past semester and with more
ease. They further experienced prioritizing their
schedules to meet the project deadlines.
Innovative method of testing nursing students for ability to perform nursing skills exc
Student learning: Was student learning achieved Outcomes Evaluation:
with regards to increased knowledge of concepts
and skills? 1. Improvement of skill performance.
This outcome was met. Because students had
to review their taped skill before it was evaluated
for grading, they practiced the skill longer and
became more efficient in the skill before the actual
grading process took place with the instructor. The
student also could see how they acted when doing
nursing skills. Did they do a good job of explaining
the procedure and did they appear professional in
their skill performance? These questions were
answered by reviewing the tape.
They were allowed to tape the skill again without
penalty if they were not satisfied with

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the first performance without losing points. In the
live skill performance, the student shows up for the
skill test-out and has to perform it without that
review and they lose points if it is not a perfect
performance.
Students self reported on the evaluation sheet of
the testing procedure that they wanted to look
efficient on the tape when doing their skills. To
accomplish this they practiced more and felt they
were more efficient with doing the skill.
The students in the test group were being tested
on nursing skill one on one live with a nursing
instructor in another nursing class. Because they
had both experiences they were able to compare
the two methods.
Taped skill performance provides a permanent
copy of the nursing skills that the student can
review as needed to refresh their memory. It also
provides an unquestionable record of the steps the
student did or did not perform. Often in the one on
one testing, students will argue that they did not
leave out a certain step. Reviewing the tape will
answer this question. In the one on one evaluation
it is the instructor's word against the student's.
2. Increased availability of scheduling of testing of
skills for students.
This outcome was not met. Because of my busy
schedule and the student's busy schedule, the
scheduling still revolved around when I was
available to review the tape.
Because I feel the learning and mastery of their
skills was so improved with the taping process, we
are going to try and do taping with two sections of
this skills class and add more

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instructors and cameras to increase flexibility of
scheduling the camera use and the review of skills
taped with instructors. The process will be
evaluated by students and instructors at the end of
this semester.
3. Testing experience related to a real work
environment.
This outcome was met with improvement and
further work needed to continue to develop more
case studies and simulations situations in which to
test student skill application and mastery.
The student reported on the evaluation form that
patient situations help in learning and in retaining
learning because they can attach their learning to a
real work situation. They also reported that case
studies help the student better understand the
reason for the skill and order of skill steps.
I plan to continue to develop further case studies
and also simulation situations to better prepare
students to take care of real patients safely. I also
plan to use our new simulation mannequins for
test-outs in the future. The mannequins have
pulses and respirations and can speak to the
students.
Ceramic Workshop -Throw a thon- for Empty Bowl exc
Student learning: Was student learning achieved 1. Yes, students worked with the community in an
with regards to increased knowledge of concepts artistic and creative way, they became the
and skills? teachers. 2. As the students helped the community
they became the facilitator of artistic information. 3.
Smiles on participant's faces and the finished
bowls. The community was successful because of
the student's informed and gracious help.

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Development of digital technology to facilitate the assessment of speech performance exc
Student learning: Was student learning achieved The goal was to improve the students ability to
with regards to increased knowledge of concepts understand instructor comments regarding their
and skills? speech and also make it so their was a stronger
link between the actual comments and the speech
performance itself. This was achieved by digitally
recording each of the students speeches, and then
adding a commentary track that would accomany
their viewing of the speech. Evaluation was
received by having the students write a paper
describing their conception of the usefullness of
this technique. All comments received were very
favorable to the process with a strong sense that
the student left with a better understanding of the
instructors comments.
The Writing Center exc
Student learning: Was student learning achieved We increased awareness that good writing is
with regards to increased knowledge of concepts essential in all disciplines. We increased students'
and skills? access to writing support. We improved student
writing skills.
Problem-Based Learning Strategies in the Equine Science Classroom exc
Student learning: Was student learning achieved Students learned similar material to what they had
with regards to increased knowledge of concepts in the past, but it is thought that retention will be
and skills? higher. This is due to the fact that much of the
material was researched and presented by the
student rather than lectured about in the
classroom.
Engineering Pathways – A hands on Design/Build experience for high school Computer Aided Drafting exc
Student learning: Was student learning achieved Helping the students in their school/lab learn the
with regards to increased knowledge of concepts CAD software to create projects created a positive
and skills? learning environment.
LibData exc
Student learning: Was student learning achieved The librarians and the instructors wanted students
with regards to increased knowledge of concepts to use better resources for doing their
and skills? assignments. We worked with instructors to
provide resources approved by the instructors and
geared toward their assignments. Our

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faculty surveys indicated that the quality of work
turned in by students was much better when
students were given LibData pages with resources
and searching strategies to use than when
students had less guidance.
The Writing Center exc
Student learning: Was student learning achieved We increased awareness that good writing is
with regards to increased knowledge of concepts essential in all disciplines. We increased students'
and skills? access to writing support. We improved student
writing skills.
Learning Circle exc
Student learning: Was student learning achieved My goal was to provide 24/7 access for my
with regards to increased knowledge of concepts students to their grade in my class. By having the
and skills? gradebook on D2L the students were able to do so.
My students were required in my class to print a
copy of their D2L grades and complete a survey
created by myself. The survey showed me that the
students overall were very satisfied with the
availability of their grades on-line.
Development and Implementation of Online Course – General Social Problems exc
Student learning: Was student learning achieved I utilized two anonymous D2L surveys to obtain
with regards to increased knowledge of concepts student feedback specific to their experience in
and skills? taking this online course. Overall, student feedback
was positive and the following student remarks are
consistent with the overall student feedback, \"I
really enjoyed the course and I thought that you did
well for an on-line course.\" and \"I really enjoyed the
online environment. It gives people the comfort of
expressing their opinion who may not normally do
so in class.\" When presented with the options of
strongly disagree, disagree, neutral, agree, and
strongly agree students responded to the question
\"The course met my expectations\" as follows: 1
disagree, 1 neutral, 22 agree, and 12 strongly
agree. Similarly, Students responded to the
question \"I would recommend this course to
others\" as follows: 1 strongly disagree, 1

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disagree, 1 neutral, 15 agree, and 18 strongly
agree. Lastly, on a scale of 1 (poor) to 5 (excellent)
students when asked \"How would you rate this
course\" responded as follows: 3 rated the course a
3, 14 rated the course a 4, and 19 rated the course
a 5. I feel the student reponses specific to their
experiences with the course are a solid indicator of
course value.
Writing Center exc
Student learning: Was student learning achieved 1. Goal—research other on-line writing centers
with regards to increased knowledge of concepts and develop a list of topics/links to my classes. 2.
and skills? Instead of links to QuickStart, links were created to
the Purdue University Owl and students were given
specific topics to research: \"Quotations,\"
\"Punctuation with quotations,\" \"paraphrasing,\"
\"plagiarizing,\" as well as review topics, such as
\"Topic Sentences,\" \"Thesis,\" \"Transitions,\" and
\"Introductions.\" These pages had better
information that the links under QuickStart's
assignment calculator. The link for \"Outlines\" was
set-up for all students to use as a handout to learn
how to construct an outline:
http://owl.english.purdue.edu/handouts/general/gl_
outlin.html Students completed the assignment but
did not seem to use the site after that one
experience. Part of the problem with that OWL is
that students have to know the term they wish to
research before they can find anything. Also,
when searching the term, students get so many
choices that it is easy to get lost. 3. Evaluation
consisted of reading the summaries students
submitted on the discussion board. Only four
students did not complete the assignment. Of the
43 completed, two received 8 points and the rest
received 10. The students were able to negotiate
the site, find the information, and summarize the
details accurately in a way that was helpful to other
students.

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The Writing Center exc
Student learning: Was student learning achieved With other English instructors, I increased
with regards to increased knowledge of concepts awareness that good writing is essential in all
and skills? disciplines. We increased students' access to
writing support. We improved student writing skills.
The Writing Center exc
Student learning: Was student learning achieved 1. To provide students assistence with writing.
with regards to increased knowledge of concepts 2. I conferenced with students in the writing center.
and skills? 3.Students were extremely coachable. They
wanted to learn, not just have someone fix their
mistakes. As a result, conferences often lasted 30
minutes as students learned one or more new
skills and applied them to their work.
Our survey results support my experiences
tutoring: 70 percent were \"very satisfied\" and 24
percent were \"somewhat satisfied\" with the tutoring
they received. One student wrote: \"I'm sure my
grades were at least one grade point higher.\"
The Writing Center exc
Student learning: Was student learning achieved We increased awareness that good writing is
with regards to increased knowledge of concepts essential in all disciplines. We increased students'
and skills? access to writing support. We improved student
writing skills.
Writing Center exc
Student learning: Was student learning achieved We increased awareness that good writing is
with regards to increased knowledge of concepts essential in all disciplines.
and skills? We increased students' access to writing support.
We improved student writing skills.
Development of Online Version of College Composition 1: Eng121 exc
Student learning: Was student learning achieved Three areas of learning saw more success in the
with regards to increased knowledge of concepts pilot testing of online components than in previous
and skills? courses with no online component: application of
writing techniques demonstrated in required
readings and giving and receiving

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peer critiques of drafts. 1. Writing techniques
presented in the readings were demonstrated in
the student papers more often than in previous
classes with no online component. Students were
tested on readings about how to write specific
types of papers. The quizzes replaced the onsite
class discussions that did not include quizzes. An
example is more use of sentence variety. 2.
Students demonstrated higher comprehension of
the readings by applying these techniques.
(Improving reading skills is a course outcome.) 3.
Students offered astute, specific, and practical
feedback during online peer reviews. Instead of
meeting onsite to critique classmates' papers,
students posted and critiqued drafts online.
Success of onsite groups is dependent on whether
or not students are willing to offer constructive
feedback when meeting face-to-face. When
surveyed at the end of the term, students reported
that the online critiques consistently gave them
ideas for improving their papers. Each student who
posted a paper received constructive feedback; it
was not dependent on whether of not peer group
members were comfortable at or willing to give
feedback.
exc
Student learning: Was student learning achieved Goal: Experience a higher level of retention of the
with regards to increased knowledge of concepts documentation process at Abbott Northwestern
and skills? Hospital (ANH).
How was goal achieved: Students attended
clinical every Tuesday and Wednesday for 8
consecutive weeks. They were assigned 2-3 high
acuity patients every day. Students reviewed
reports, orders, and notes prior to and during
cares. They also documented medications
administered, cares provided and patient
assessments. They contacted other members of
the health care team, physician,

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social worker, PT, OT, dietitian, pharmacist, etc.
regarding their patient progress and provided
appropriate documentation.
Evaluation techniques used: 1) Daily attendance
at discharge rounds. Students gave verbal reports
to staff nurses, dietitian, clergy, case manager and
assistant unit director. Staff reported to me that
they felt the Spring 2007 students were more
involved with their patients daily cares. They had
accessed more of the lab findings and health care
team reports and therefore could present a more
complete picture of the cares their patients were
receiving and what was anticipated upon
discharge. 2) Patient Survey. While patients of
the Fall 2006 students appreciated the work the
students performed, the Spring 2007 patients were
more verbal regarding the students. In summary
they stated students cares were excellent, they felt
comfortable and confident in the cares being
delivered, and frequently requested that the
student be assigned to care for them the next
clinical day. 3) Journal entries. Students provided
four journal entries for the semester. They were
asked to describe how the days activities helped
them more clearly formulate the role of the RN.
The Fall 2006 students seemed to list tasks such
as transcribing orders, drawing blood from a
central line and administering heparin as a
continuous drip. Spring 2007 students wrote about
what a pivotal position the RN has on the health
care team. How the RN needs to be an advocate
for the patient, how they need to pull together the
data from all team members, and that the tasks
performed were such a minimal part of the role. 4)
Student survey. Fall 2006 students felt they had
grown as a person and as a nurse. They felt the
unit

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was an excellent site for clinical. Staff were open
to students and enjoyed teaching. Spring 2007
students stated they felt they had finally had the
opportunity to \"put it all together\". They were given
the opportunity to utilize the documentation they
reviewed or wrote. All students were able to
access protocols and implement them. 5) daily
chart review. The student charge and instructor
accessed the records of patients being cared for by
students. Fall 2006 students had difficulty meeting
timelines for documentation. They were reminded
by the student charge and instructor of areas that
were incomplete. They'd frequently state that they
forgot the need to complete a certain section, or
that they felt that the documentation process was
to cumbersome and time consuming. Spring 2007
student documentation was more timely, and more
in depth. Students questioned items requested or
needed on the documentation forms. Staff stated
they kept them \"on their toes\" by asking the
question \"Why?\".
Finding Success in Technology exc
Student learning: Was student learning achieved Survey and personal engagement showed more
with regards to increased knowledge of concepts interest than we expected. The knowledge of these
and skills? career opportunities and what skills they need
increased significantly because of their interest.
This was evident to us personally and in the
survey.
Teaching Circles- Spring, 2007-Ridgewater College-Willmar, Minnesota exc
Student learning: Was student learning achieved 1. I wanted to set up a process whereby my online
with regards to increased knowledge of concepts students could conduct their surveys online instead
and skills? of using the paper and pencil method. 2. I selected
a survey tool, SurveyShare, that will provide
students the ability to easily conduct their surveys
online. 3. I conducted a pilot survey to an online
class,

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and the analysis of the data was better than I even
thought it would be.
Course online exc
Student learning: Was student learning achieved I have not taught the course online yet however, I
with regards to increased knowledge of concepts believe the materials that we will use over the span
and skills? of the course can be utilized by the student long
after the course is completed.
Development of an ONLINE version of ITEC 1250: Windows OS exc
Student learning: Was student learning achieved Student will be given tests to assess the learning of
with regards to increased knowledge of concepts the Online course objectives, and surveys about
and skills? the presentation, materials used, and overall
satisfaction of the Online course.
Finding Success in Technology exc
Student learning: Was student learning achieved Survey and personal engagement showed more
with regards to increased knowledge of concepts interest than we expected. The knowledge of these
and skills? career opportunities and what skills they need
increased significantly because of their interest.
This was evident to us personally and in the
survey.
Clinical Documentation Pilot Project exc
Student learning: Was student learning achieved Goal: Experience a higher level of retention of the
with regards to increased knowledge of concepts documentation process at Abbott Northwestern
and skills? Hospital (ANH)
How was goal achieved: Students attended
clinical every Tuesday and Wednesday for eight
consecutive weeks. They were assigned 2-3 high
acuity patients every day. Students reviewed
reports, orders and notes prior to and during cares.
They also documented medications administered,
cares provided and patient assessments. They
contacted other members of the health care team,
physician, social worker, PT, OT, dietitian,
pharmacist, etc. regarding patient progress and
provided appropriate documentation.
Evaluation techniques used: 1) Daily attendance
at discharge rounds. Students gave verbal reports
to staff nurses, dietitian, clergy,

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case manager and
assistant unit director. 2) Patient Survey 3)
Journal entries 4) Student survey 5) daily chart
review.
Goal: Experience fewer computerized errors in
relation to medication administration and
documentation
How was goal achieved: Students were more
comfortable with accessing all aspects of the
patient's medical record. They independently
would seek out the clinical pharmacist and track
down why a medication was ordered and usual
dosage if this was not present in the micromedex.
On three separate occasions the students
identified a medication error corresponding to an
initiated protocol. The staff were very pleased the
error was identified as it could have long range
negative effects on the patient and the pharmacist
asked if she could adopt the student. While
medication errors have been identified by students
in the past, what made this different is that the
student had to navigate through four different sites
following the protocol to reach the conclusion and
check the dosage she would be giving (which the
previous shift failed to do and gave an incorrect
dose).
Evaluation techniques used: 1) A record was kept
of medication errors during Fall 2006 and Spring
2007. The number went from 48 down to 36.
These were errors which were identified by the
instructor and stopped prior to administration.
Most were removal of a wrong dose or attempting
to deliver a dose at the wrong time. No errors are
tolerated. Documentation errors went from 32 to 6.
Most of these were students not documenting the
medication administration in the room as is
required. They would then forget and if it is

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not documented it is considered not given. All
errors were remedied prior to end of shift.
Goal: Experience a higher level of understanding
of health processes of patients on the Renal
Medical Surgical/Dialysis Unit at ANH.
How was goal achieved: Students spent more
time with their patients. They knew more about the
past medical history, current labs and care goals
as they spent time accessing the medical record.
Evaluation techniques used: 1) Student
participation in Discharge Rounds. While students
have always been required to attend and
participate in discharge rounds the 2007 students
supplied more information, were able to answer
complex questions posed by those present, and
were able to suggest referrals necessary for their
patients. Feedback from co-assigned staff and
Discharge Round members suggested a more
holistic approach from the 2007 students.
Goal: Experience less time documenting than
current students with documentation more
complete.
How was goal achieved: Students spent
approximately the same time documenting as the
Fall 2006 students had, however the
documentation was more complete. They entered
protocols for transfusions, heparin, magnesium,
potassium and discharge. Co-assigned staff felt
comfortable with their abilities and while they
double checked the documentation they reported
few problems.
Evaluation techniques used: 1) Observation by
instructor. 2) Feedback from staff.

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A CONCEPTUAL LOOK AT REALITY BASED TRAINING IN PRE SERVICE LAW ENFORCEMENT TRAINING exc
Student learning: Was student learning achieved A goal was to have less than 20% of the selected
with regards to increased knowledge of concepts students have to be remediated for poor
and skills? preformance. All students recieved satisfactory or
better on the final RBT evaluation exercise. The
selected students were given a four hour block of
instruction with specific techniques to program a
desired outcome when tested later in the final RBT
exercise. The evaluator in the final RBT exercise
did not know who the selected students were nor
did the project leaders know the specific scenarios
that would be used in the final RBT exercise. In
addition the scenarios used in the past(in the final
RBT exercise) were NOT used in the four hour
training so the skills learned by the students were
shown to be transferable to all scenarios not a
narrow field.
White Earth Indian Reservation exc
Student learning: Was student learning achieved 5. To implement the use of the Vita Sims
with regards to increased knowledge of concepts simulation for learning opportunities that have
and skills? been purchased with grant money.
• One Vita Sim was purchased with money from
the $98,000 grant, and 2 more are being funded by
a grant from Dakota Medical Foundation.
Simulation case studies will also be purchased to
help in the implementation of Simulation in the lab
and classroom setting.
• Evaluation: Implementation of simulation in the
lab settings in the summer and fall of 2007.
Implementation will be in the Health Assessment
course this summer and in the Nursing Skills I
course in the fall.
Ryegrass Production Guide exc
Student learning: Was student learning achieved Small group setting was very effective in student to
with regards to increased knowledge of concepts student and student to instructor interaction. This
and skills? small group method was more time consuming
than online delivery. However,

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student interaction was excellent. These students
were engaged in the project and provided much of
the first-hand experience and information that was
included in the Ryegrass Production Guide.
Nursing Specialization in Elder and Chronic Care exc
Student learning: Was student learning achieved The learning was evaluated with a written student
with regards to increased knowledge of concepts survey at the end of the course. Students
and skills? indicated their learning expectations were not only
met but exceeded.
Serve and Learn: Language, Culture and Community Enrichment exc
Student learning: Was student learning achieved My goal was to provide exposure to and practice
with regards to increased knowledge of concepts using authentic language in settings outside the
and skills? classroom in an effort to increase students'
language skills in speaking and listening and/or
reading. In mid-term and end-of-term surveys,
students reported that their comfort level with using
American English outside of the classroom had
increased. Students showed more enthusiasm for
doing class assignments which could be
completed at the sites.
Creating a Significant Learning Environment in Physiology Lecture Sections exc
Student learning: Was student learning achieved (1) Increase active participation on the part of
with regards to increased knowledge of concepts students in the learning process. (2) Activites were
and skills? developed to be used during and outside of class
time. (3) Exams scores improved compared to
previous semesters, and there was positive
student feedback.
The Best of Both Worlds exc
Student learning: Was student learning achieved Students all successfullly passed the courses as
with regards to increased knowledge of concepts well as demonstrated learning through discussion,
and skills? papers, and projects.
Tutoring in Elementary Schools through America Counts program. exc
Student learning: Was student learning achieved One of the purposes for the tutoring was to get the
with regards to increased knowledge of concepts students into classrooms to help them decide if
and skills? their chosen career should be teaching. According
to their journals, they are still sure

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that this is the career for them and some have
added grade levels they prefer. An added bonus
that was not an original goal was seeing the math
topics we were covering in the classrooms.
Also, helping someone else understand a concept
is one of the best ways to make sure you have it
clear in your own mind. The students commented
on this more than once.
New Ideas and Discussion: Normandale Colloquium Series exc
Student learning: Was student learning achieved All attendees were given a brief survey to complete
with regards to increased knowledge of concepts and return at the end of each colloquium. Please
and skills? see appendix #2 for student self-reported survey
results.
Service Learning in Human Communication exc
Student learning: Was student learning achieved The primary goal of this project was to provide
with regards to increased knowledge of concepts opportunity for students to apply course concepts
and skills? from a variety of areas to real life situations.
This was achieved by grouping students according
to their service learning interests early in the
semester and remained in these \"core groups\"
throughout the term. By doing this, students were
able to easily identify the stages of group
development. Also because of the relationships
students developed with their group members
there were genuine opportunities to learn and
about conflict and practice conflict resolution
strategies. By placing students with similar
interests together they were able to work together
at their service learning sites, encourage and
challenge each other both in the classroom and in
the community.
Throughout the semester a variety of evaluation
techniques were used to assess student learning.
Techniques included individual and group written
feedback and assignments,

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teacher-student interactions, and formal-end of the
semester service learning and course evaluations,
and group presentations.
Assist with and Promote FYI, Learning Communities, and Paired Courses II exc
Student learning: Was student learning achieved Even though the enrollments from Fall to Spring
with regards to increased knowledge of concepts dropped from 134 to 62, not including the ESOL
and skills? courses, the enrollments for paired classes and
learning communities did in fact increase from 26
to 62 students when comparing spring semester to
spring semester, which is a more accurate
measure. This project was very effective in helping
get students registered into the FYE courses. As
the project continues through the next semester, it
will be useful to compare the numbers from Fall '06
and Fall '07 for a more accurate reporting of
enrollment patterns. At that time we will have two
full years of data to track, which will be more useful
in determining trends in registration. previous
semester. Data shows that students who
participate in the paired courses and learning
communities show increased academic success.
Use of Peer Mentors to Aid Students in Lower Level Math Courses exc
Student learning: Was student learning achieved A major goal was to improve student success in
with regards to increased knowledge of concepts remedial math courses by weekly meetings with a
and skills? 'peer coach.' Coaches were trained to not only
work with and monitor course work but to also help
their student develop better study skills. Coaches
also met individually with Don during the semester.
Pass rates of participating students were
compared to the norm for remedial classes.
Critical Thinking Advocates exc
Student learning: Was student learning achieved 1) Goals/objectives: To aid instructors in improving
with regards to increased knowledge of concepts student learning by helping them (A) understand
and skills? the college's General Education Core Competency
of Critical Thinking and (B) design, use and refine
effective assessment

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strategies.
2) How the goals/objectives were achieved: During
the training attendees were provided copies of
MCTC's revised Critical Thinking Competency
language, as well as with other models and
examples of definitions of critical thinking (CT).
They were then asked to present how they define
CT in their own classrooms and to offer sample
activities they conducted with students that involve
CT. Next they were presented with models of
assignments and assessments (with rubrics) of
sample CT tasks. Finally, they were asked to
develop and present one refined assignment and
rubric for the group to review.
3) Evaluation techniques (see attached): All
Advocates were required to complete (a) an
evaluation of the training and (b) a report on how
they would apply their own learning in the
classroom to help students learn. Selected
comments from these forms follow:
Question: What did you learn?
\"I learned the importance of asking students to
become more aware of their own thinking and
decision-making processes. In addition to being
good learners, we want them to be good thinkers
and problem solvers.\"
\"The effectiveness of peer interaction and
relationships in promoting critical thinking
awareness and utilization.\"
\"Proficiency in the English language is not a
prerequisite for critical thinking. All of us are using
critical thinking all the time, without

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realizing it.\"
\"I learned how to design a rubric to help assess
critical thinking skills used by students.\"
\". . . the necessity to ask why an opinion is put forth
to establish/validate prior experience as valuable\"
Question: What will you do as a result of training?
\"I would also like to incorporate some of the critical
thinking objectives and vocabulary to our syllabus
in the culinary arts department.\"
\"Create consistency with relationship to
expectations vs. performance between the different
levels of proficiency.\"
Question: What aspects of this session were most
beneficial?
\"Ways to incorporate critical thinking exercises into
classroom.\"
Development of Polysomnographic Technology Laboratory and Clinical Courses exc
Student learning: Was student learning achieved New state-of-the-art lab facilities on campus and
with regards to increased knowledge of concepts the recruitment of committed, high-quality clinical
and skills? sites enhanced student learning.
Faculty Development Sessions on Critical Thinking exc
Student learning: Was student learning achieved 1) Goals/objectives: To aid instructors in improving
with regards to increased knowledge of concepts student learning by receiving training from peers in
and skills? (A) understanding the college's General Education
Core Competency of Critical Thinking and (B)
designing, using and refining effective assessment
strategies.
2) How the goals/objectives were achieved:

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Attendees learned strategies for improving student
learning from the ten facilitators, who had worked
with the Critical Thinking Caucus, Assessment
Co-Coordinators, the Active Learning Advocate
and the Faculty Development Committee to
improve their own understanding of student
learning and to plan and implement Faculty
Development sessions, which were to focus on the
Critical Thinking and/or assessment.
3) Evaluation techniques (see attached): All
facilitators were required to complete a report after
running their session(s). Additionally some had
attendees at their sessions complete an evaluation
form. Selected comments from these forms follow:
\"We wanted to model some of the goals of the
[Core General Education Competency of] critical
thinking.\"
\"[The goal was to help attendees] gain clarity on
what critical thinking is and how it manifests
differently in various disciplines, programs and
courses.\"
\"I addressed evaluating sources found through the
[student] research process.\"
Beyond the Blackboard: Collaborating to Create and Implement Magnetic Tools for Hands-On Learning exc
Student learning: Was student learning achieved Instructors in the project reported very positive
with regards to increased knowledge of concepts results from use of the magnetic tools. Students
and skills? learned the content in the lessons, most often at a
higher level than students in previous classes
learning the same content. In addition, when
students were asked on surveys after the activities
about what helped them learn the material, the
students frequently ranked the magnets as number
one or two, over written

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exercises, teacher explanations, reading the
material, working on their own, etc.
Collaborative Booklet Publication exc
Student learning: Was student learning achieved Students interacted with actual customers with real
with regards to increased knowledge of concepts life expectations of a quality product. In addition to
and skills? valuable experience in dealing with customer
service, this project allowed my students to
perform operations involving the complete printing
process from start to finish. Principles of teamwork
were involved to a very high level as everyone
worked to meet goals in terms of quality as well as
a time deadline.
Service Learning in the Small Group Communication Course exc
Student learning: Was student learning achieved One major purpose of this project was to give
with regards to increased knowledge of concepts student the opportunity to practice the small group
and skills? skills and theories they were learning in the course.
I was very happy with how much this project
allowed students to do this. Since the project
encompassed over 2/3 of the semester, students
were able to spend a significant amount of time
working in a group on a real life situation. The
nature of this project required groups to learn how
to brainstorm, establish decision making criteria,
make decisions, solve problems, resolve conflicts,
communicate effectively and learn presentational
skills. All of these concepts were learned about in
readings and class lectures. With the practical
application of a service learning group project,
these theories were put to a test.
It isn't enough to just give students the opportunity
to practice the skills of group communication,
though. My second goal was to help students to
analyze the effectiveness of their group
communication through this process. Along the
way, groups were required to write

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several papers in which they analyzed their
decision making, problem solving, conflict
management, group roles, leadership, etc.
Students individually also analyzed themselves as
a group member. These assignments were well
done, overall. By providing examples and
discussing with groups their process, they were
able to analyze and reflect upon their service
learning project and the group process they used
to complete it.
Overall, this project was extremely successful. Not
only did students really enjoy the opportunity to
create and perform meaningful service projects as
a group, but it was clear that student and course
outcomes were also met.
Embedded Critial Thinking Assessments 1 exc
Student learning: Was student learning achieved 1) Goals/objectives: To collect accurate data on
with regards to increased knowledge of concepts student mastery of the college's General Education
and skills? Core Competency of Critical Thinking.
2) How the goals/objectives were achieved:
Participating instructors made direct assessments
of student mastery of Critical Thinking by selecting
a course and giving students in that course an
assignment involving one or more Critical Thinking
skill(s), an assignment which included a rubric that
placed student performance into one of three
levels for the selected critical thinking skill(s):
below college level, college level, and superior.
Please note that the determination of all facets of
this project was left up to individual instructors, as
the experts in their fields with the most knowledge
to make such decisions: how to define critical
thinking, which skills were to be involved, how to
describe the three levels of the skills, and how to
evaluate student performances.

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3) Evaluation techniques (see attached): 77.6% of
student performances evaluated were scored at
college level or higher. Additionally, after
administering their assessments, all participating
instructors were required to complete a report that
included an analysis of the results on student
learning. Selected comments from these forms
follow:
\"Each of these questions required students to
apply classroom concepts rather than repeat
memorized information.\"
\"The assessment process made me realize that
students achieve higher scores with essay rather
than multiple choice questions.\"
\"I had difficulty determining what constituted
'College Level' for some of the critical thinking
skills.\"
\" . . . the college level student will examine
solutions outside her or his immediate foundation
of data, knowledge, information and skills and
apply that information to make a stable sculpture.\"
\"Most of my students were used to viewing
mathematical formulas essentially as substitutes
(and not as tools) for critical thinking. \"
\"Participating in this process did make me more
aware of how I described the critical thinking
aspects of other assignments and exam questions.
I was more aware of questions that were more
'fact-checking' versus those that engaged critical
thinking aspects.\"

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\"[I had] hopes that students could take the lessons
learned and continue to apply those remaining
learned theories, and interactions, in a more
systematic manner to all of their creative efforts in
both this and other courses.\"
\"In the past, students always have been required to
answer the 'why' questions rather than the 'what is,'
but this time I actually assessed them on the
answers rather than doing it as an in-class oral
critique. Next time I will add the assessment to all
critiques.\"
\"I chose to delineate four types of critical thinking –
creating questions, seeing relationships between
ideas, using multiple perspectives and applying
principles.\"
\"1) the revised rubric provided more clarity; 2) skills
improved as knowledge of the material deepened
during the course of the semester and 3) repeated
attempts at similar assignments gave students
ample opportunity to improve their skills.\"
\"Critical thinking skills are the key to the best jobs
in most manufacturing situation. This is particularly
true in businesses of small to moderate size in the
general woodworking field. In these situations the
'lead' or project manager is asked to continually
apply critical thinking skills to solve issues of
design, technique, quality, productivity, and
logistics. These lead jobs offer the best pay and
benefits, and offer the most personal and creative
freedom.\"
\"We wanted to establish a baseline of a student's
general aptitude for the craft and allow us to track
their capacity to learn the skills

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necessary in the current job market.\"
\"Critical thinking is central to our efforts to help our
students succeed both in their personal and
professional lives. It is often said that 'design is
problem solving'.\"
\"The critical thinking that I expected the students to
demonstrate was [to] use the general knowledge
they had about this boiler and systematically [to]
solve the problems I had described on the written
exam and lab assessment test.\"
\"Building on three semesters of study, students [in
this course] utilize requisite foundational
knowledge and information gathering skills to make
assessments and determine the best course of
action in the provision of patient care and technical
services.\"
\"I am most concerned about English
communication abilities, which are necessary not
only for illustrating critical thinking abilities but also
for providing effective patient care.\"
\"In science courses, many students are trained to
memorize rather than use higher-level cognitive
skills, and this results in low retention of material. I
teach the subsequent course . . . where it is
evident that students are not retaining knowledge .
. . and many concepts need to be re-taught.\"
Embedded Critial Thinking Assessments 2 exc
Student learning: Was student learning achieved 1) Goals/objectives: To collect accurate data on
with regards to increased knowledge of concepts student mastery of the college's General Education
and skills? Core Competency of Critical Thinking. 2) How the
goals/objectives were achieved: Participating
instructors made direct

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assessments of student mastery of Critical
Thinking by selecting a course and giving students
in that course an assignment involving one or more
Critical Thinking skill(s), an assignment which
included a rubric that placed student performance
into one of three levels for the selected critical
thinking skill(s): below college level, college level,
and superior. Please note that the determination of
all facets of this project was left up to individual
instructors, as the experts in their fields with the
most knowledge to make such decisions: how to
define critical thinking, which skills were to be
involved, how to describe the three levels of the
skills, and how to evaluate student performances.
3) Evaluation techniques (see attached): 77.6% of
student performances evaluated were scored at
college level or higher. Additionally, after
administering their assessments, all participating
instructors were required to complete a report that
included an analysis of the results on student
learning. Selected comments from these forms
follow: \"Each of these questions required students
to apply classroom concepts rather than repeat
memorized information.\" \"The assessment process
made me realize that students achieve higher
scores with essay rather than multiple choice
questions.\" \"I had difficulty determining what
constituted 'College Level' for some of the critical
thinking skills.\" \" . . . the college level student will
examine solutions outside her or his immediate
foundation of data, knowledge, information and
skills and apply that information to make a stable
sculpture.\" \"Most of my students were used to
viewing mathematical formulas essentially as
substitutes (and not as tools) for critical thinking. \"
\"Participating in this process did make me more
aware of how I

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described the critical thinking aspects of other
assignments and exam questions. I was more
aware of questions that were more 'fact-checking'
versus those that engaged critical thinking
aspects.\" \"[I had] hopes that students could take
the lessons learned and continue to apply those
remaining learned theories, and interactions, in a
more systematic manner to all of their creative
efforts in both this and other courses.\" \"In the past,
students always have been required to answer the
'why' questions rather than the 'what is,' but this
time I actually assessed them on the answers
rather than doing it as an in-class oral critique.
Next time I will add the assessment to all
critiques.\" \"I chose to delineate four types of critical
thinking – creating questions, seeing relationships
between ideas, using multiple perspectives and
applying principles.\" \"1) the revised rubric provided
more clarity; 2) skills improved as knowledge of the
material deepened during the course of the
semester and 3) repeated attempts at similar
assignments gave students ample opportunity to
improve their skills.\" \"Critical thinking skills are the
key to the best jobs in most manufacturing
situation. This is particularly true in businesses of
small to moderate size in the general woodworking
field. In these situations the 'lead' or project
manager is asked to continually apply critical
thinking skills to solve issues of design, technique,
quality, productivity, and logistics. These lead jobs
offer the best pay and benefits, and offer the most
personal and creative freedom.\" \"We wanted to
establish a baseline of a student's general aptitude
for the craft and allow us to track their capacity to
learn the skills necessary in the current job
market.\" \"Critical thinking is central to our efforts to
help our students succeed both in their personal
and

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professional lives. It is often said that 'design is
problem solving'.\" \"The critical thinking that I
expected the students to demonstrate was [to] use
the general knowledge they had about this boiler
and systematically [to] solve the problems I had
described on the written exam and lab assessment
test.\" \"Building on three semesters of study,
students [in this course] utilize requisite
foundational knowledge and information gathering
skills to make assessments and determine the best
course of action in the provision of patient care and
technical services.\" \"I am most concerned about
English communication abilities, which are
necessary not only for illustrating critical thinking
abilities but also for providing effective patient
care.\" \"In science courses, many students are
trained to memorize rather than use higher-level
cognitive skills, and this results in low retention of
material. I teach the subsequent course . . . where
it is evident that students are not retaining
knowledge . . . and many concepts need to be
re-taught.\"
The Writing Center exc
Student learning: Was student learning achieved We increased awareness that good writing is
with regards to increased knowledge of concepts essential in all disciplines. We increased students'
and skills? access to writing support. We improved student
writing skills
LibData exc
Student learning: Was student learning achieved The librarians and the instructors wanted students
with regards to increased knowledge of concepts to use better resources for doing their
and skills? assignments. We worked with instructors to
provide resources approved by the instructors and
geared toward their assignments. Our faculty
surveys indicated that the quality of work turned in
by students was much better when students were
given LibData pages with resources and searching
strategies to use

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than when students had less guidance.
MSCTC - Post Secondary Student Handbook exc
Student learning: Was student learning achieved Outcomes of this project included; recruitment of
with regards to increased knowledge of concepts PSEO students to our college, retention of those
and skills? recruited, successful completion of the course or
program the PSEO student was enrolled in, having
PSEO students who were informed and
knowledgable regarding PSEO, providing
assistance to high school counselors regarding
PSEO admission, and continued recruitement of
PSEO students. The goals and objectives were
met! We were able to maintain our current rates
and PSEO admission and highly positive
comments from the surveys were obtained.
Enrollment records of PSEO students were
evaluated for retention, satisfactory progress, and
continued enrollment in either PSEO or regular
college admission.
Industry Engineering Projects: ICC Engineering Partners with Local Industry on Projects exc
Student learning: Was student learning achieved 1) The main focus and objective of this project was
with regards to increased knowledge of concepts to provide engineering students with real world
and skills? experience on engineering projects beyond the
\"internal\" projects that are mostly based upon our
own experience and creativity and have no further
application beyond the classroom.
2) The real world experience on engineering
projects was provided via the Bovine Uterus pH
Probe and the Cattle Chute projects for Dr. Cliff
Lamb at the University of Minnesota North Central
Experimental Station.
3) The students all gained an appreciation for the
engineering design process, the value of it, and
some of the challenges in utilizing it, especially
understanding the needs of the customer and
communication with the customer.

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Reflection in the Classroom Teaching Circle (Spring 2006) exc
Student learning: Was student learning achieved In general, reflection activities require students to
with regards to increased knowledge of concepts think back on experiences, past learning, or
and skills? existing knowledge and to tie that into new
concepts or strategies to make conclusions or
learn more thoroughly. Overall, the members of
this teaching circle agreed that reflection is a
crucial part of learning, knowledge-building, and
critical thinking.
The Good, the Bad, and the Ugly Teaching Circle (Spring 2006) exc
Student learning: Was student learning achieved
with regards to increased knowledge of concepts
and skills?
Service Learning in Nursing exc
Student learning: Was student learning achieved Increased knowledge of community health
with regards to increased knowledge of concepts resources and volunteerism.
and skills?
Food & Beverage Cost Control Service Learning Project exc
Student learning: Was student learning achieved I. Goals & objectives:
with regards to increased knowledge of concepts
and skills? 1. Design a food service kiosk for Normandale
Community College campus. This outlet will be
located near the Dean of Student's office and will
feature packaged product and self-serve beverage.
This outlet, known as \"Grab and Go\", will replace
the existing vending machines.
2. Organize, set-up, serve, and clean-up two
college functions; Hospitality Department Wine
Tasting fund-raiser event and the Dean of
Student's Etiquette dinner.
3. Inventory kitchen inventory of service dishes.
4. Deep clean cafeteria dining room, meeting
rooms, and kitchen.
II. Goals & objectives achieved:

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1. Kiosk: In Janruary, our class met with Joe
Poell, OSL Director, to learn about the scope of the
Grab and Go project. Students were divided into
eight groups - each group being assigned a
specific area of the project to research, fact find,
design a concept that was feasible, and make a
proposal for their portion of the project. These
areas included POS system, signage, cold food
menu, etc. We then put together a final proposal
that included all eight areas of the project.
2. Service: Students participated in several
service opportunities throughout the semister.
They were asked to set-up, serve food and
beverage, and then help clean-up after the event.
3. Inventory: One evening was set aside to
inventory all of the small wares equipment that the
kitchen owns. A database of these inventories was
established.
4. Clean: On two evenings, students gathered in
the college cafeteria to deep clean the meeting
rooms. This activity included cleaning windows,
dusting ledges and woodwork, polishing furniture,
cleaning chair coverings for soiled spots, and
cleaning writing boards.
III. Evaluation techniques:
1. Kiosk: Each student was evaluated with this
project based on their participation in the group
research and group meetings, the submission of
their written materials, attendance at UpShow
trade show for review of vendors, creativity in
design, and ability to explain their findings.

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2. Service: Students were evaluated based on
their attendance and performance at each event.
Students were expected to be proactive in
participation, stay until the job was finished, and
thoroughly handle the details of their assignments.
How each student performed in these three areas
was the basis of their evaluation.
3. Inventory: Students were evaluated on
attendance for the inventory project, thoroughness
in counting, and detail of their report.
4. Clean: Students were evaluated based on their
attendance for the cleaning session, the attention
to detail, and completeness of the job which
included putting all supplies back in place.
Conversion of traditional face-to-face English 1022 course to an online offering exc
Student learning: Was student learning achieved While the majority of students met my expectations
with regards to increased knowledge of concepts as they are held in a face-to-face course, a number
and skills? of them far exceeded the standards of the course,
not only meeting the standards of critical thinking
and writing, research and citation, and
argumentative wriitng, but also clearly developing
technical skills and leadership skills.
Study Abroad Clinical Experience exc
Student learning: Was student learning achieved 1. Our goals and objectives include patient
with regards to increased knowledge of concepts handling techniques such as: instruction of
and skills? exercise programs, balance drills, transfers, ROM,
goniometry, gait assessment, soft tissue
mobilization, neuromuscular reeducation and other
patient care techniques. Students initiated patient
care under the supervision of the physical
therapist. Another goal was to communicate with
other healthcare practioners, patients, and to
educate families on home

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exercise programs and treatment plans.
2. The goals were achieved through the daily
interactions with the patients. Students treated
patients of all ages in the hospital, malnutrition
center, and Escuela Especial. The students
worked under the supervision of the instructors
from ARCC and the therapists from Guatemala.
3. Students were monitored and instantly
evaluated on physical therapy techniques while
working with patients in the variety of settings
mentioned earlier. Students were evaluated
through instructor observation of patient handling
techniques and student self reporting. * please
see patient evaluation forms *
Advising Model exc
Student learning: Was student learning achieved The advising model/process worked wonderfully as
with regards to increased knowledge of concepts we adopted it's precepts. In working together to
and skills? this end, the process allowed us to be more
cohesive with our students and even
complimentary with them in the event they didn't
feel \"our\" program benefitted them to the fullest.
Case Studies exc
Student learning: Was student learning achieved
with regards to increased knowledge of concepts
and skills?
First Year Experience/Paired Courses/Learning Communities exc
Student learning: Was student learning achieved Goal--Students in learning communities will earn
with regards to increased knowledge of concepts higher grades in Reading 90 than students not
and skills? enrolled in a Learning Community. This goal was
achieved by intensive student teacher interaction
and increased student participation. 28% of
students in a Learning Community earned A's in
Reading 90. Only 14% of students earned A's in
Reading 90 if they were not enrolled in a Learning
Community. Prior local and national research has
shown that

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studente who earn A's and B's in developmental
Reading have a much higher chance of success in
college level courses. Our data was collected
through the office of Institutional Research. This is
just one example of many indicating increased
student learning through the Learning
Communities.
Associate of Science Degree exc
Student learning: Was student learning achieved Some students have registered at SMSU and will
with regards to increased knowledge of concepts be beginning their Bachelors Degree program this
and skills? fall.
D2L Bootcamp exc
Student learning: Was student learning achieved This area was a strength in the boot camp, with
with regards to increased knowledge of concepts on-going support & feedback
and skills?
Using Student Focus Groups to Improve Student Engagement, Retention, and Learning met
Student learning: Was student learning achieved The major goal of the project was to identify factors
with regards to increased knowledge of concepts that influence student learning and to generate and
and skills? share recommendations about strategies that can
improve student learning. Students provided a
great deal of information about specific services
and instructional practices that influence their
learning and these were incorporated into written
reports, oral presentations, and recommendations.
This information was presented to college staff and
generated very positive reactions, including
quantitative survey responses.
Completion of ten BUSO Course Assessments met
Student learning: Was student learning achieved
with regards to increased knowledge of concepts
and skills?
Greenhouse met
Student learning: Was student learning achieved My goal was to strengthen the agronomy skills of
with regards to increased knowledge of concepts my students. This goal was achieved by raising
and skills? crops in the greenhouse and providing students
with the opportunity to study plan taxonomy.

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Students were then assessed of their skills by
using the plants on exams.
The Audio-Enhanced Classroom met
Student learning: Was student learning achieved Yes, students reported satisfaction with the audio
with regards to increased knowledge of concepts addition to their online course. Results appear in
and skills? the survey below.
The Learning Garden met
Student learning: Was student learning achieved *Become an academically based land-laboratory
with regards to increased knowledge of concepts for use by students and faculty.
and skills? *Establish collections of living plants and maintain
a comprehensive plant records system.
*Provide areas for the construction and display of
student-designed, creative landscapes, small scale
construction installations, and works of art.
*Develop areas and programs for public education
on plants, landscape practices and environmental
issues.
*Demonstrate sound and effective land
stewardship in a heavily populated urban area.
*Enhance the campus landscape and provide
areas for passive recreation.
*Demonstrate how constructed landscapes reflect
our highly pluralistic society and at the same time
educate about the diversity of our landscapes.
Restorative Expanded Functions Course met
Student learning: Was student learning achieved The Restorative Expanded Functions course was
with regards to increased knowledge of concepts held in the Spring semester of 2006. The goal of
and skills? training students was met. Six registered dental
assistants and four registered dental hygienists
were trained and are now registered with the MN
Board of Dentistry.
Project CAD to CAM met
Student learning: Was student learning achieved
with regards to increased knowledge of concepts
and skills?

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Critical Communication Skills for Dental Hygiene Students met
Student learning: Was student learning achieved The students demonstrated an increased
with regards to increased knowledge of concepts awareness and skill level during their second
and skills? communication video. Not only did the scores on
their rubrics improve, but they expressed a better
understanding of the need for effective
communication.
Curriculum Re-Design-Performance-Based Learning/Cutting Edge for Nursing Education met
Student learning: Was student learning achieved Theory components of segment 4 of the nursing
with regards to increased knowledge of concepts curriculum completed and presented using Case
and skills? Study, Simulation/Debriefing, Service Learning,
and online teaching/learning techniques. Used
Assessment Technologies Institute (ATI)
comprehensive assessments to evaluate student
learning across segment 4 of the curriculum.
New Mining Program Impact Study met
Student learning: Was student learning achieved Student learning will be improved with
with regards to increased knowledge of concepts modifications to the curriculum.
and skills?
Through the Looking Glass met
Student learning: Was student learning achieved A new server was built from an existing unused
with regards to increased knowledge of concepts server and spare parts and Mandrive Linux 2006.
and skills? The system was fully functional by the end of
spring semester. Students were able to access the
server from outside the school.
Improvements to Network Environment for IT/Computer Careers Labs met
Student learning: Was student learning achieved All student information is available on one website.
with regards to increased knowledge of concepts No need to access college website for program
and skills? information. Direct links are located on the
program website to enable students to instantly link
to college sites such as registration and Metnet.
Online development of VNTE 1000, Introduction to Veterinary Science met
Student learning: Was student learning achieved In comparison of the past offerings of this course,
with regards to increased knowledge of concepts student learning performance was comparable. In
and skills? 2004, I taught the course as strictly as a land
based course. In 2005, the

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course utilized D2L for most assignments and
assessments. In 2006, the course utilized online
instruction for all aspects of the course with the
exception of assessments (they were proctored at
four in class sessions). The current course
statistics for 56 students are as follows: student
average = 87.68%, student minimum = 61.35%
and student maximum = 98.37%. 2005 course
statistics follow: student average = 94.16%,
student minimum = 82.73% and student maximum
= 100.65%. In 2005, students were able to use
resources to complete assessments. 2004 course
statistics follow: student average = 92.49%,
student minimum = 75.22% and student maximum
= 99.09%.
I feel students were able to increase their internet
and online course skills by taking this introductory
course. They were able to experience news items,
content, narrated lectures, links, discussions, and
quizzes. For most of them this was their first
introduction to online instruction.
Introductory Chemistry Basic Skills met
Student learning: Was student learning achieved The closer association of the introduction to the
with regards to increased knowledge of concepts concept and its practice gave enabled students to
and skills? immediately see the relevance of the
computational skills.
Curriculum re-design: Performance-Based Learning/Cutting Edge for Nursing Education met
Student learning: Was student learning achieved All students successfully passed a comprehensive
with regards to increased knowledge of concepts assessment exam at the benchmark of 90% or
and skills? better. Students were introduced to on-line learning
early in their nursing education and gained
confidence with technology. This knowledge and
skill may now be transferred to other on-line
environments within the program.
High School Automotive Program - AYES Alignment met
Student learning: Was student learning The program is seeing higher levels of

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achieved with regards to increased knowledge of enrollment in second year courses, indicating an
concepts and skills? increased level of student success and
satisfaction.
Learning Community: met
Student learning: Was student learning achieved PART ONE: Specify Goals and Objectives
with regards to increased knowledge of concepts
and skills? A chief goal of the learning community is a
movement away from the teaching isolated facts
toward a constructivist view of learning
emphasizing an understanding of concepts and
underlying structures. The project focused on
specific objectives:
1.) Build a classroom environment characterized
by active teaching and learning, collaboration,
shared decision making, and a strong sense of
democratic participation.
2.) Emphasize problem-based learning that asks
students to work through real issues related to the
learning goals of the course. Problem-based
assignments develop students' ability to collect and
analyze data about specific issues.
3.) Assess student learning experiences
holistically.
PART TWO: Explain how Goals and Objective
Were Achieved
These objectives were accomplished through the
development of assignments emphasizing active,
collaborative, learning. Students were given the
opportunity to learn actively, through shared
discovery of knowledge. Assignments and
coursework encouraged students to create new
knowledge together. Activities designed to
accomplish these objectives included:

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1.) Small group work, peer teaching and review,
and metacognitive activities asking students to
examine what they have learned and to draw
inferences about that learning's applications
elsewhere.
2.) Coursework encouraging students to become
more civic-minded through texts such as Nickel
and Dimed and selected career-related readings.
Examples from mass media were incorporated into
the curriculum with the goal of helping students
student develop stronger media literacy skills.
Students will be asked to conduct values
clarification exercises, interest inventories,
informational interviews, and personal strength
identification exercises.
3.) Portfolio assessment emphasizing the writing
process, Students are provided opportunities
before and after units of instruction to assess their
own performance (self-assessment)
PART THREE: Describe Evaluation Techniques
Used to Determine Outcomes
Evaluation techniques used to determine outcomes
included a heuristic developed to measure
changing student attitudes towards learning
designed by Capitol Community College's GOALS
Program, student focus groups, course completion,
and assigned grades. Though preliminary, each of
these tools has been consistent in finding that
participation in the learning increased student
retention and academic achievement, increased
student involvement and motivation, and enhance

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student intellectual development.
Developing Video/Audio Lectures in Online Course met
Student learning: Was student learning achieved I wanted to provide an alternative way for online
with regards to increased knowledge of concepts learners to grasp the objectives of the class. By
and skills? providing the audio and visual component more
students were able to understand the outcomes
taught. A survey was used to determine if
outcomes were achieved.
Creation of Departmental D2L Forum met
Student learning: Was student learning achieved The faculty D2L forum was intended as a space to
with regards to increased knowledge of concepts store information and share teaching tools.
and skills? Although the website itself was not designed to be
used in the classroom, the information stored
within the forum was intended to be helpful in the
teaching of coursework. Through the D2L forum,
faculty members can share assessment tools,
coursework assignments, and create discussion
areas to dialog about teaching strategies. The
forum was also designed as a storehouse of
basic/foundational English department information.
The hope was to reduce the amount of time a
faculty member devoted to research of these topics
(much in the way that a FAQ link on a website
works) in order to allow that faculty member a
greater amount of time to devote to course work.
As with all the issues discussed here, a faculty
survey was created to evaluate the D2L
departmental forum's value. The survey was
distributed to the English department's faculty
through the D2L forum.
Insofar as faculty were better and more easily
equipped with teaching and foundational
resources, both those proscribed by RCTC and
MNSCU, as well as those teaching tools shared
through the D2L site by other faculty, students

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benefited from the departmental forum. The
MNSCU resources provided on the website far
outnumbered the faculty submissions (though that
in itself was a product of the timing of the D2L
site's creation, and I anticipate a greater
involvement as the forum becomes a more familiar
entity within the department).
Several faculty members commented in the
assessment survey that they found information on
the D2L site that they could not find anywhere else:
\"I can read it whenever I have time instead of
sitting in a meeting\"; \"Obtaining information I
couldn't find anywhere else\"; \"I think all aspects of
the site are very beneficial and it all depends on
where each individual instructor is at. I like having
crucial information at my fingertips rather than
having to hunt down instructors.\" Having access to
easily retrievable, once difficult-to-find information
not only saves time, but benefits students.
Internet Marketing online course development met
Student learning: Was student learning achieved Wanted students to better understand how to use
with regards to increased knowledge of concepts the internet for marketing goods and services and
and skills? that was achieved through assignments related to
real life situations and case studies.
Database Tutorial Webpage met
Student learning: Was student learning achieved Students exhibit a better understanding and use of
with regards to increased knowledge of concepts library subscription database while performing
and skills? searches in the library or in completion of
classroom assignments.
Teaching Circles--participant met
Student learning: Was student learning achieved 1) to improve research and writing assignments
with regards to increased knowledge of concepts and the atmosphere in an electronics class. 2) I
and skills? researched various methods, chose a Wiki,
researched software available, designed several
steps for students to complete for the

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assignment; 3) students completed a survey about
the experience and I evaluated their postings on
the Wiki.
Teaching Circles--Participant met
Student learning: Was student learning achieved
with regards to increased knowledge of concepts In the survey, my students reported that comments
and skills? from me are most helpful when given in 1:1
conferences for the first draft of any paper, but the
final draft of the paper can be evaluated on D2L, or
on the paper copy (the traditional method). There
was really no preference for final drafts, as long as
detailed oral and written commentary was given on
the first graded draft. Students did acknowledge
that this might not be possible for every paper due
to time constraints, but they did prefer it very
strongly over the other methods.
By experimenting with different methods, I'm
finding new ways to help my students achieve the
most they can in the course. I'm also learning
along with them, (and in the case of D2L,
sometimes from them), so we built a cooperative
rather than authoritative classroom.
Bridge Program met
Student learning: Was student learning achieved Objective: 30 learners accepted into Bridge
with regards to increased knowledge of concepts program for 06-07 2)NTC admission, advsing,
and skills? registration process developed; Information pieces
clarifying unique nature and purpose of program
developed 3)Admission, advsing, registration
processes; Information pieces
Outcome: Bridge learners develop career and
educational plans 2)Bridge seminar class taught
goal-setting, career development, and
self-assessment 3) Individual career plans
Teaching Circles--Participant met
Student learning: Was student learning achieved Goal - Use Captivate™ software to create a tutorial
with regards to increased knowledge of for nursing students how to use the

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concepts and skills? Affinity electronic medical record
Objective - Create the index page of the tutorial by
December 2006
Activities: 1. Contacted Computer Resource s
regarding license and access to Captivate™
software.
2. Familiarized myself with Captivate™ software.
3. Created a lesson plan which orients students to
the various features of the Affinity electronic
medical record.
4. Created presentation for Teaching Circle
5. Created a 'hard copy' of the index page of the
proposed tutorial.
6. Transfered index to electronic tutorial using
Captivate™ software
• The goal was not met during the course of my
participation in the Teaching Circle. Together, the
Facilitator for the Teaching Circle and I determined
that the goal was too large to accomplish in the
time available. We determined that it was more
realistic to break the goal into achievable
objectives. We established one objective (see
above) for this project. I anticipate that the
complete goal can be met by the start of the Fall,
2007, semester.
• The objective was met for this project.
A preliminary student 'test' (n = 10) of the index to
the tutorial indicates students liked the proposed
tutorial. Because the complete tutorial is not
available, it is difficult to apply the results of the
test to the final product. However, it is an early
indication of the probable reaction of students to
this teaching/learning method. At this time, the plan
will be to complete the tutorial and conduct a full
test of the tutorial to determine its efficacy as a
teaching/learning approach for the Affinity
electronic medical record.

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Teaching Circles--Participant met
Student learning: Was student learning achieved
with regards to increased knowledge of concepts
and skills?
Lifelong Learning Part II met
Student learning: Was student learning achieved The goal of this project was to enhance the current
with regards to increased knowledge of concepts student body's experience by introducing a group
and skills? of 50+ students on campus who take non-credit,
liberal arts courses. Scheduled for Spring 07 are
seven courses geared to this population. We have
successfully implelmented the program and are
operating under the assumption that this will have
a positive affect on the intellectual climate of the
college.
Strategies for Developing Student's High Level Knowledge of Organic Chemistry met
Student learning: Was student learning achieved My goal was to increase the students' knowledge
with regards to increased knowledge of concepts of chemical behavior and mechanisms. This goal
and skills? was achieved through curriculum reorganization
(see below for details) and assessed through
interviews as well as exams.
The first interview focused on what makes an atom
reactive and how do you identify reactive elements.
When asked what characteristic makes atoms
reactive many students stated that
electronegativity was that characteristic. This
being correct we moved on to deciding which
atoms in a molecule were nucleophiles or
electrophiles. Students were able to easily identify
a nucleophilic atom with a negative charge, but
neutral nucleophiles and electrophiles were more
difficult to determine. They had just stated that
electronegativity was the most important
characteristic, yet many did

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not employ electronegativity to find neutral reactive
atoms. After reminding them of electronegativity
many more neutral reactive atoms were identified.
The most difficult molecule for the students was an
alkyl halide. Many students incorrectly identified
the halogen as a good nucleophile and did not
identify the carbon attached to the halogen as an
electrophile. I walked each student through how to
determine reactivity by writing general reactions
with the molecule being either a nucelophile or
electrophile and determining which is more likely
by the stability of the product. After this exercise,
all of the students were able to correctly determine
the reactivity of the alkyl halide. Unfortunately, the
final exam had a similar question and many of the
students again incorrectly identified the reactive
atoms.
The questions on the second interview were all
mechanisms. The mechanism fell into two
categories, those which were simple with no
products given, and those which were more
complex and showed the desired products. All the
mechanisms were from the same classes of
molecules that the students had seen simple
examples of in class. Students had little difficulty
drawing the mechanism of the simple substitution
reactions. When asked to draw an elimination
reaction many were confused and required a lot of
prompting to complete the mechanism. Other
reactions were completed correctly by most of the
students and some were able to successfully
complete all the mechanisms in under 30 minutes
with little prompting. A few of the students
expressed excitement that they were able to figure
out the mechanism for a difficult reaction they had
never seen.

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One pitfall that many students fell into during one
mechanism problem in particular was the removal
of a proton (H+). Through every step of the
reaction they drew appropriate arrows showing
electrons with a negative charge moving to interact
with atoms with a partial positive charge. On the
last step of the mechanism they needed to get rid
of a proton so they showed it leaving as a positive
charge. When asked about it, they realized it was
incorrect and added a base to remove the proton
which can then leave the electrons on the oxygen.
Develop Online Course met
Student learning: Was student learning achieved The course Information Resource Management
with regards to increased knowledge of concepts was developed for online delivery to begin January
and skills? 2007. The course was reviewed by peers and will
be subject to review by students at the completion
of the course. I will amend course based on
feedback received from students throughout the
course and through the student evaluation at the
end of the course.
Web Technology Teaching Circle met
Student learning: Was student learning achieved 1. This circle explored various software and
with regards to increased knowledge of concepts web-based learning tools, and participants
and skills? integrated one or more of these tools into his/her
current or future teaching. The tools or software
were integrated as new or improved method(s) of
delivery, assignments, exercises, small or large
group activities, or assessments. 2. Each group
member developed his/her project with student
learning as a central focus of the project. For
example, one group member added short video
clips of how to use fitness machines to her D2L
course so that her students can easily access the
techniques. Another member wrote a new

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assignment, grading rubric and sample essay that
fulfills the assignment. His thorough approach to
the assignment will likely lead to his students'
success in completing the assignment. 3. Each
member achieved his/her goal by writing a defined
overall goal and objectives for meeting that goal,
working on the project throughout the semester,
and receiving feedback from the Teaching Circle
group memebers throughout the semester. Some
members also received feedback from students.
Development of clinical Evaluation Tools met
Student learning: Was student learning achieved Goal 1: Develop clinical evaluation tools for use in
with regards to increased knowledge of concepts Nursing 1110 and 1120.
and skills? goal 2: Identify critical behaviors and performance
indicators that must be met to pass the course and
determine achievement of competency. Critical
behaviors and performance indicators were guided
by using course and program outcomes for the
development of the tools. Faculty noted that
students were able to remediate/improve clinical
performance more quickly than past semesters.
Goal 3: Assist in identifying the at-risk student in
order to provide opportunities for improvement.
Faculty indicated that the tool helped identify these
at-risk students more easily. Five students spent
extra time in the lab and with the lab instructor for
further instruction and practice.
goal: Increase the retention of students. Goal was
met. Three students out of 80 students dropped
due to grades. Improvement of 10% in retention
rate from last year.
Century Connectors: Student Faculty Mentoring Pilot met
Student learning: Was student learning achieved One of the goals was to help enhance students'
with regards to increased knowledge of concepts academic success by providing students with a
and skills? faculty connector that could refer students to
academic and career resources on campus.

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This goal was completed through consistent
meetings throughout the semester that enabled
faculty connectors to work with student mentees on
academic and career concerns (for example,
discussions using the GPS LifePlan). A survey was
completed at the end of the semester that
assessed students' perceptions of their mentoring
experiences. Students indicated that at the
beginning of the semester, they had less defined
academic and career plans. By the end of the
semester, many of them had clearer academic and
career plans. All seven of the students that
responded indicated that their mentors were a
valuable resource for them.
Creating an Efolio Framework for the GPS LifePlan met
Student learning: Was student learning achieved 1) The main outcome that I want is for students to
with regards to increased knowledge of concepts feel that they have the tools necessary to make
and skills? career, education, and other life plans in a
systematic and organized approach.
2) I evaluated students to assess the degree to
which they have found tool helpful and ask for
suggestions for modification.
3) The survey that I developed has 9 items using a
combination of the Likert Scale and open ended
questions and embedded it within the eFolio site.
Energy management systems training material development project met
Student learning: Was student learning achieved Students gained new knowlege and skills in the
with regards to increased knowledge of concepts plumbing, wiring, commissioning, programming,
and skills? installation and operation of newly aquired building
automation systems.
Curriculum Redesign: History Online met
Student learning: Was student learning achieved 1. I adapted use of a provocative, alternative U.S.
with regards to increased knowledge of concepts history book for online discussions. I also
and skills? incorporated a \"Hollywood History\" component in
the course design. My learning goals were to

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increase student understanding of different
approaches to history.
2. Goals were achieved through weekly discussion
of the alternative U.S. history book (paired with a
traditional text) and by students completing two
research-based analyses of Hollywood history
films.
3. Discussions were evaluated on a weekly basis
using a rubric that assessed objective features,
language attributes, and cognitive activity criteria.
The Hollywood History projects were assessed
utilizing a rubric that measured both historical and
video analysis criteria.
First Year Experience/Paired Courses/Learning Communities met
Student learning: Was student learning achieved Goal 1--Students will be retained at a higher level
with regards to increased knowledge of concepts than students in stand alone courses. Students in
and skills? paired sections of Reading 80 were retained at
71%. Students in non-paired were retained at
65%. Data collected through the office of
Institutional Research.
Goal 2--Students in paired sections of Reading 80
will earn higher GPA averages than students in
non-paired. The average cumulative GPA for a
paired Reading 80 student was 2.53. The average
cumulative GPA for a non-paired Reading 80
student was 1.97.
Speech Communication Central met
Student learning: Was student learning achieved The goal was to provide instructors with materials
with regards to increased knowledge of concepts designed by their peers that could be readily used
and skills? in classroom instruction. Myself and others in the
department have populated the site with in-class
activities (for both on campus and online classes).
These were previously shared in a scattershot
manner, now they are warehoused in a central
location for all in the department. Although it is
hard to tell exactly what faculty

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are using from the site, according to D2L stats,
80% of full-time and part time faculty have logged
in, contributed or taken materials from
Coding Course Development met
Student learning: Was student learning achieved Yes, I believe that these updated classes have
with regards to increased knowledge of concepts brought the students up to industry standards and
and skills? expectations.
Ridgewater College Nursing & Laerdal Micro-Simulation Project met
Student learning: Was student learning achieved Microsimulation yielded average student
with regards to increased knowledge of concepts performance equivalent to standard teaching
and skills? methodology
Development and Implementation of Online Course met
Student learning: Was student learning achieved Anonymous mid-course and final course
with regards to increased knowledge of concepts evaluations were completed using a D2L survey.
and skills? Student's comments from these evaluations follow:
\"I didn't know anything about politics when we
started and this class has helped a lot!\" - \"It was a
lot more work than other online classes I have
taken, but I learned a lot.\" – \"What I liked about this
course was what I learned.\" – \"I think we received
a very comprehensive look at the many aspects of
CJ.\" – \"I like the environment in which everyone
gives feedback.\" Students also did with with
standard student learning outcome measures, i.e.,
tests and quizzes.
Video Animations for PreCalculus met
Student learning: Was student learning achieved 1. The goal was to use the demonstrations in the
with regards to increased knowledge of concepts on-line PreCalculus class for Fall, 2006. This was
and skills? done.
2. Following student evaluation and suggestions,
improvements were made and more
demonstrations were produced.
EAP Learning Community Common Text (Spring 2007) met
Student learning: Was student learning achieved The project will be focused on the following
with regards to increased knowledge of concepts objective:
and skills?

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• Create a custom reader to be used by all
instructors in the Spring 2007 EAP Learning
Community.
Computers for Technology Students met
Student learning: Was student learning achieved 115 Donors donated $33,635 worth of computers
with regards to increased knowledge of concepts and equipment during 2006.
and skills? 81 Students received $27,550 worth of computers
and equipment. All students were registered in
Computer Technology courses. $4055 worth of
computers and equipment was disassembled and
used for parts or scrapped. Students were able to
set up computer and network systems at home to
support their studies.
Collaborative Simulation Project met
Student learning: Was student learning achieved The main goal of this project was to develop
with regards to increased knowledge of concepts realistic clinical simulation scenarios, providing
and skills? students with an innovative method to integrate
and apply clinical knowledge in a safe
environment. In collaboration with faculty teams
teaching nursing clinical courses, the simulation
scenarios were to be integrated into these courses.
Three simulation scenarios were created and
implemented during Fall 2006 and Spring 2007.
Faculty reported that students participating in the
simulation scenarios demonstrated achievement of
the identified outcomes: the students performed
the role of the nurse appropriately for the situation
and worked in cooperation with other students role
playing members of the health care team. The
students resolved the issue presented in a
satisfactory manner: they were able to demonstrate
the appropriate assessments, plan interventions,
prioritize nursing care and document findings.
During the debriefing session, students responded

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meaningfully to the debriefing questions, indicating
that critical thinking and problem solving
techniques were implemented during the scenario.
The students were also asked to evaluate the
simulations. They reported that their learning was
enhanced; they appreciated the \"safe\" climate of
these simulations, providing them the ability to
discuss interventions and appropriate nursing care
without jeopardizing patient safety.
Fall Semester 2006, SEED met
Student learning: Was student learning achieved There were two goals related to student learning:
with regards to increased knowledge of concepts 1. develop examples for the classroom and the
and skills? surrounding environment that include a rich
diversity of cultures and 2. use language and
interact with students in a manner that shows
universal respect for various cultural and
sociological backgrounds.
The participants shared many examples of how
their students elaborated more in class and in their
writing after exposure to the various exercises. In
student evaluations they commented on how
important the inclusion of culture was to their
learning.
Leadership of AQIP Assessment Action Project: Helping Students Learn met
Student learning: Was student learning achieved 1) Assessment of student learning is an important
with regards to increased knowledge of concepts component of student acheivement through the
and skills? use of assessment data. This project's objective
was to provide a firm basis and institutional
structure for long-term assessment of student
learning outcomes. 2) Through the AQIP
assessment committee, a report on existing
assessment instruments and recommendations on
the structure of assessment was completed. 3) The
completion of the plan, its affirmation by the
Century

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College community, and the implementation of the
plan are the benchmarks of the success of these
objectives.
Designing Human Physiology Laboratory Curriculum met
Student learning: Was student learning achieved Goal #1- Students will learn the functioning of the
with regards to increased knowledge of concepts major body systems.
and skills? Goal #2: Students will develop skills that will make
them successful in the health care or biological
career of choice. These skills include:
a. Critical thinking skills
b. Data interpretaion skills
c. Graph analysis skills
d. Computer data acquisition skills
e. Working coorperatively in groups
f. Reading and following instructions
For goal # 1, the lab exercises were designed to
reinforce lecture concepts and therefore help
students achieve a better understanding of how the
body systems function.
The goals for # 2 were achieved by designing the
lab curriculum to build the necessary skills to be
successful. In all labs, student had to collect and
interpret data. They often had to graph data and
interpret the graphs.
In order to successfully complete the lab exercises,
students had to work cooperatively in groups and
be able to read and follow instructions.
Critical thinking skills were developed when
students analyzed the data and formed
conclusions based on the data. Included in the lab
manual, which the faculty member also developed
to go along with the curriculum, are questions that
help to make sure the student understand the
concepts taught in each lab and some applied
questions that make the students think about what
they have learned and apply

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the concepts to a new situation.
The goals were evaluated by examining overall
test performance and by general observation by
the faculty member.
Online Delivery for Administration Procedures for Medical Assistants met
Student learning: Was student learning achieved 1) Goals/Objectives:
with regards to increased knowledge of concepts Perform Clerical Functions
and skills? a)Schedule and manage appointments
b)Schedule inpatient and outpatient admissions
and procedures
Perform Bookkeeping Procedures
a)Prepare a bank deposit
b)post entries on a daysheet
c)perform accounts receivable procedures
d)perform billing and collection procedures
e)post adjustments
f)process credit balances
g)process refunds
h)post NSF checks
i)post collection agency payments
Process Insurance Claims
a)perform procedural coding
b)perform diagnostic coding
c)complete insurance claim forms
Legal Concepts
a)document appropriately
Patient Care
a)perform telephone and in-person screening
General Competencies
a)respond to and initiate written communications
Operational Functions
a)perform an inventory of supplies and equipment
b)perform routine maintenance of administrative
equipment
c)utilize computer software to maintain office
systems
2) The goals/objectives were achieved. 25

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students passed the course with a grade of \"C\" or
better.
3) A variety of evaluation techniques were used.
Critical thinking discussions and quizzes were
used as well as multiple assignments to show
competency. A computerized learning practical
regarding various skills used in a medical office
was also completed.
Live Options in Philosophy met
Student learning: Was student learning achieved 1) I intended to provide a more accessible and
with regards to increased knowledge of concepts engaging textbook to enhance student learning. 2)
and skills? My textbook proved to be much more popular and
helpful than commercial available texts. 3)
Students showed a greater level of enthusiasm
and understanding during classroom discussions,
and scored slightly better on essay tests.
Business Career Development and Career Expo met
Student learning: Was student learning achieved Student learning was increased in a number of
with regards to increased knowledge of concepts ways. First, through a better understanding of self
and skills? awareness and presentation skills related to the
job search process. Students had the opportunity
to prepare and attend a job fair using a variety of
resources including the \"meet your future
workshop\" that we organized. Kelly Services
presented on proper job search skills, the Fashion
and Marketing and Management students
practiced their presentation and knowledge of
professional dress, and the IAAP students
enhanced their word processing, proofreading and
professional office skills.
Math 1025 - reduced Seat Time met
Student learning: Was student learning achieved Students should learn the required material. I'll
with regards to increased knowledge of concepts know for sure after the midterm and final exam.
and skills?
GIS Aviation met
Student learning: Was student learning Introduce real world applications of GIS

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achieved with regards to increased knowledge of software. Presentation of project. Discussion and
concepts and skills? brainstorming of other applications.
Pre-Developmental College Preparation met
Student learning: Was student learning achieved Of the fifteen students who completed the course,
with regards to increased knowledge of concepts twelve of them succeeded in moving up one or
and skills? more courses. Three students moved up two
classes each. Three students did not change in
their placement scores. Even so, these students
showed an appreciation for the content, delivery,
and opportunity. They are likely correctly placed in
their developmental classes.
Mental Health Resources Web Site met
Student learning: Was student learning achieved Goal was to provide current resource information
with regards to increased knowledge of concepts to students and community members of mental
and skills? health issues and resource centers around the 5
campuses.
Student Writing and Art Anthology met
Student learning: Was student learning achieved 1.One goal was to foster a sense of
with regards to increased knowledge of concepts accomplishment 2. this goal was achieved when
and skills? students submitted their work. 3. We evaluated our
success (to date) based on the number of
submissions, which was well within the range
necessary to complete the first publication
successfully.
Big City Mentors for Small Town Radiologic Technology students met
Student learning: Was student learning achieved I have comments from the students that states that
with regards to increased knowledge of concepts the website was helpful and informational in
and skills? regards to radiographic exams that our students do
not have a lot of access to. I require the students
to go to the discussion once a week, where I post a
new question and a film for them to review. The
students also stated that they felt it was a good
learning tool. I will refer to the discussion in class
to ensure that all students fully grasped the
concept.

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Business Employment Strategy Online Resource Center met
Student learning: Was student learning achieved Students were able to learn foundational concepts
with regards to increased knowledge of concepts in regards to the planning of their employment
and skills? strategy.
English Department 2005-2006 Assessment Project met
Student learning: Was student learning achieved The holistic assessment indicates writing
with regards to increased knowledge of concepts improvement at the end of the semester, with 71%
and skills? of the students judged to be college-level writers,
as opposed to 61% the year before. Final grade
distributions were also better: 5% more As, 12%
more Bs, 13% fewer Cs, 1% fewer Ds, and 3%
fewer Fs. The students who showed the greatest
degree of improvement were those whose
Accuplacer scores are in the range previously
designated as the gray area (choose English 90 or
1021). By raising the cut scores and requiring
these students to take English 90, the department
appears to have improved their chances for
success: 72% of the students in this group passed
English 1021 that fall, as opposed to the 64% who
passed the previous fall semester.
Math Anxiety Video Grant Proposal met
Student learning: Was student learning achieved The goals of the movie were to assist students in
with regards to increased knowledge of concepts identifying whether or not they had math anxiety,
and skills? then educate the students on practical helps and
where to get assistance. The movie was shown to
four groups of students and one group of math
faculty. Through the use of a survey that was
completed after the viewing of the movie the
students commented that the movie was helpful.
Most of the instructors surveyed said they would
show the movie to their classes and they thought is
was both a need and a benefit it helping students.
The comments from the students included: \"• I
liked the video because it reassures me that

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I'm not alone.\"
\"• It was fun and there was good advice for
students.\"
\"• It showed that anybody can do math.\"
\"• I thought it was good because it gave me tips
about other things I would do to calm down.\"
Women in Technology Clinic and Research met
Student learning: Was student learning achieved Participants were actively engaged in multiple
with regards to increased knowledge of concepts learning activities. The activities included Microsoft
and skills? Office suite software, repairing and upgrading
computers, installing operating systems, securing
and maintaining networks. Participants' survey
remarks indicated that the sessions were very
informative, interesting, helpful, and well
presented.
Human Resource Information System Classroom Integration met
Student learning: Was student learning achieved The goals of this project are directly related to
with regards to increased knowledge of concepts student learning. Producing graduates with strong,
and skills? adaptable, and flexible skills and building the
capacity to change are key skills our graduates
need to be successful. Through this project
students were able to use a Human Resource
Information System to complete various classroom
assignments and activities. Their knowledge was
increased on how a HRIS product can be utilized in
different human resource areas. They could only
research and read about the concept in the past
the Prospera HRIS product allowed them hands on
practice and exploration that will support them in
their future careers.
Strength and Conditioning Program met
Student learning: Was student learning achieved We strength tested the students at the beginning of
with regards to increased knowledge of concepts the semester. Strength goals were then developed.
and skills? Students tested again at mid semester and
re-evaluated their goals. The final testing took
place during the last week of the semester.

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IFSAC Accreditation met
Student learning: Was student learning achieved The accreditation study and site team visit did not
with regards to increased knowledge of concepts find any issues with student learning. Therefore,
and skills? instruction is meeting national standards.
Web Technology Teaching Circle (Summer 2006) met
Student learning: Was student learning achieved Applied projects by faculty included the following
with regards to increased knowledge of concepts activities for students: taking a math quiz on D2L
and skills? with questions from a library of questions and
retaking the quiz as much as needed,
enhancement of a f-2-f math course with D2L tools
usable by instructor and students, and use of a
discussion board to supplement a public speaking
course. These activities require students to
increase their knowledge of the subject matter via
discussions or testing in D2L, but they also require
them to learn or build on their technological skills.
GPS Lifeplan Teaching Circle (Summer 2006) met
Student learning: Was student learning achieved The careful attention to incorporating concepts of
with regards to increased knowledge of concepts the GPS Lifeplan into courses or teaching (in or
and skills? outside the classroom) by faculty enables students
to increase their knowledge of how to plan areas of
one's life and how their studies relate to the other
areas of their lives. Students may then recognize
how and what they prioritize, how one area of their
life affects another, and how they might improve in
one or more areas. Connecting one's education to
other areas of his/her life can also help motivate a
student to make the most of and value his/her
educational experiences.
Business Career Development and Career Expo met
Student learning: Was student learning achieved Student learning was increased in a number of
with regards to increased knowledge of concepts ways. First, through a better understanding of self
and skills? awareness and presentation skills related to the
job search process. Students had the opportunity
to prepare and attend a job fair

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using a variety of resources including the \"meet
your future workshop\" that we organized. Kelly
Services presented on proper job search skills, the
Fashion and Marketing and Management students
practiced their presentation and knowledge of
professional dress, and the IAAP students
enhanced their word processing, proofreading and
professional office skills.
Five New Research Tools met
Student learning: Was student learning achieved Usage statistics are collected from both Research
with regards to increased knowledge of concepts QuickStart and Course QuickStart showing that
and skills? students are using the tools and linking to the
resources. There is a big jump in usage for several
days after the tools have been presented in a
research instruction presentation for the course.
When students return to the Library Research Lab
for an additional research session the statistics
show that students continue to use the tool to
guide them to library resources. Ask Us questions
are recorded and tracked.
Mental Health Fair met
Student learning: Was student learning achieved 1) RN students assessed the LPN students with a
with regards to increased knowledge of concepts survey regarding learning needs regarding
and skills? selected mental health topics. Surveys were used
with the RN students in preparation of their
displays. 2) RN and LPN students designed their
educational displays with accurate information.
Several Students did have testing instruments
available for participants.3) Rubrics were
distributed among numerous faculty members from
the Moorhead campus. Students also completed
peer evaluations on their group members and their
contributions to the groups' project.
Library instruction Tutorials met
Student learning: Was student learning 1. To provide tutorials for student and faculty

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achieved with regards to increased knowledge of use in using library resources. 2. Twenty tutorials
concepts and skills? were developed using Captivate cpvering the
library catalog, periodical databases and patron
issues. 3. Two students and one faculty were
asked to select three tutorials and evaluate them
on the amount and depth of information and the
length of each
Hybrid Composition II course conversion met
Student learning: Was student learning achieved My goal was to meet student needs for less
with regards to increased knowledge of concepts face-to-face classtime without going to an entirely
and skills? online format. The students learned the material
even if there seemed to be a disconnect between
my expectations of class meetings and their use of
online resources. Exams and papers reflect
comparable learning to other sections of English
1022.
Course conversion English 1021 from face-to-face to online delivery met
Student learning: Was student learning achieved Yes, the students wrote the same variety of essays
with regards to increased knowledge of concepts that they do in the classroom version of English
and skills? composition: rhetorical analysis, research,
persuasive and were able to learn research tools
and receive feedback at different stages in the
writing process.
Nursing Testing Tutorial met
Student learning: Was student learning achieved The two outcomes were to create the tutorial and
with regards to increased knowledge of concepts increase students' participation in important test
and skills? taking skill development activities. I actually
created two tutorials, and because they are on
D2L, they are definitely more accessible to
students than I am in person. The only problem is
that so far, I have not figured out how to find out
how many students actually used the tutorials. I
thought I could view a log of events, but I have not
been able to do that.
met
Student learning: Was student learning achieved Student interviews, observations and evaluations
with regards to increased knowledge of concepts indicate that learning took place. Student
and skills? evaluations also indicate that this was

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a valuable experience. Students will be finalizing
their portfolios in the next few weeks.
law enforcement met
Student learning: Was student learning achieved
with regards to increased knowledge of concepts
and skills?
Implementation of the Panorama Individual Leadership Development Program met
Student learning: Was student learning achieved 1. Meet with students to explain the concept of the
with regards to increased knowledge of concepts ILDP, answer questions, and encourage
and skills? involvement. I met with 16 leaders and discussed
the ILDP with them, encouraged them to get
involved with it and answered their questions.
2. Meet with each student who completes their
ILDP Activity Plan Sheet to help them develop their
own individual goals for the year. I met with 12 of
the 16 leaders and read over their ILDP Activity
Plans; I gave feedback and encouragement to
these students to complete the plans they had
submitted.
3.Meet with each student who completes their
ILDP Activity Plan Sheet to help implement their
fundraisinf package. I met with all of the students
who had written an Activity Plan Sheet; we went
over the proposed costs to attend all of their
planned activities. Every student was able to
afford to attend the activities they wanted to attend.
4. Accompany students on leadership development
activities to learn what they offer to better help me
counsel leaders to choose appropriate activities. I
attended the Fall

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Leadership Conference at Camp Heartland in
Moose Lake in October 2006 and TCX in
Minneapolis Dec 2006.
Career Quest met
Student learning: Was student learning achieved Goal 1. To establish a database of participating
with regards to increased knowledge of concepts employers and organizations.
and skills? This goal has been achieved by the existance of
the database.
Goal 2. Tracking student use of the database.
This goal has been achieved, as it is now possible
to track which students have participated in the
program.
Goal 3: Pre and Post-evaluation of students
participants.
This goal has been achieved but construction of an
online survey that students complete after
participating.
3. Evaluation of student learning is based on the
pre and post-survey. This survey asks students to
evaluate where they were in career decision
making prior to participating and then after
participating. Answers are based on a continuum
from completely undecided (#1) to have a clear
goal in mind (#5)
Cooperative Investigations for College Mathematics Classrooms met
Student learning: Was student learning achieved One of the goals of the project was to 2. enhance
with regards to increased knowledge of concepts the college mathematics curriculum by providing
and skills? for a more engaging learning environment. This
project's activities allow my students access to
curricula that can facilitate the achievement of
concepts and skills through an engaging set of
curricula.
Distance Education Grant met
Student learning: Was student learning achieved The intent of the grant was to create an entire
with regards to increased knowledge of concepts course and deliver it via Distance Education as
and skills? well as incorporate the use of D2L and some of its
many features into other courses. (i.e.-online
gradebook)

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Semester IV Case Study Innovation met
Student learning: Was student learning achieved The student will
with regards to increased knowledge of concepts 1.A. Thoroughly prepare and synthesize the
and skills? concepts of health, healing, and holism in planning
care for patients with multiple complex problems.
B. Synthesize previously gained knowledge with
new concepts in order to plan holistic nursing
interventions in the presence of complex health
needs.
C. Discuss and incorporate the principles of
leadership and management in levels of
prevention.
D. Discuss and incorporate the principles of
leadership and management while planning,
organizing, coordinating, delegating, and
evaluating patient situations.
2. There will be a 5% increase in scores on the
cardio-pulmonary and role of the professional
nurse areas on HESI Assessment Test (or a
comparable national assessment tool).
3. Students will use the internet effectively to
access up to date, appropriate, innovative and
challenging activities regarding the RN role in
health care.
4. Students will actively use the internet
effectively to access up to date appropriate,
innovative and challenging activities regarding
research of health care issues especially in the
cardio-pulmonary area.
The HESI Test was administered at a later date
than usual and we have not received the analysis
from the HESI Company. Students' feedback has
been positive in meeting thier learning objectives
for cardiac content. Anecdotally, clinical
experience was enhanced due to accessing
identified internet sites for cardiac data and also
due to heightened awareness of leadership and
management

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concepts through the use of ANA (American
Nureses Association) and Mn BON (Board of
Nursing) web sites.
BeginningFrenchCultural and GrammaticalUnit met
Student learning: Was student learning achieved Students did better on written assignments.
with regards to increased knowledge of concepts
and skills?
Mentorship met
Student learning: Was student learning achieved
with regards to increased knowledge of concepts
and skills?
Mentorship met
Student learning: Was student learning achieved
with regards to increased knowledge of concepts
and skills?
Mentorship met
Student learning: Was student learning achieved The students are responding favorably to my
with regards to increased knowledge of concepts letters.
and skills?
Redesign Existing Curriculum met
Student learning: Was student learning achieved
with regards to increased knowledge of concepts
and skills?
Evaluation of Pediatric Nursing Simulation Scenarios versus Case Studies met
Student learning: Was student learning achieved Student evaluation was conducted through tools
with regards to increased knowledge of concepts developed by Jefferies et al. in the NLN Laerdal
and skills? study. On the STUDENT SATISFACTION AND
SELF CONFIDENCE IN LEARNING tool 88%
students responded agree or strongly agree to the
question: I am confident that I am developing the
skills and obtaining the required knowledge from
this simulation to perform necessary tasks in a
clinical.
5 New Research Tools - Technical Aspects met
Student learning: Was student learning achieved 1. Students would be using resources which best
with regards to increased knowledge of meet the needs of the assigment. 2. A

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concepts and skills? Course QuickStart Page was created for each
Library Instruction Class taught. Following the
initial exposure to the page in the class, we were
able to track the number of uses of each site from
the course page. This way we can track the usage
of these resources by the students of the class. We
are seeing increase in use of some previously
underutilized resources 3. Usage statistics are
collected and reviewed. Ask us questions are
recorded and tracked.
Businees Career Development and Career Expo met
Student learning: Was student learning achieved Student learning was increased in a number of
with regards to increased knowledge of concepts ways. First, through a better understanding of self
and skills? awareness and presentation skills related to the
job search process. Students had the opportunity
to prepare and attend a job fair using a variety of
resources including the \"meet your future
workshop\" that we organized. Kelly Services
presented on proper job search skills, the Fashion
and Marketing and Management students
practiced their presentation and knowledge of
professional dress, and the IAAP students
enhanced their word processing, proofreading and
professional office skills.
Business Career Development and Career Expo met
Student learning: Was student learning achieved Student learning was increased in a number of
with regards to increased knowledge of concepts ways. Through a better understanding of
and skills? self-awareness and presentation skills related to
the job search process, students had the
opportunity to prepare and attend a job fair using a
variety of resources including the \"Meet Your
Future Workshop\" that we organized. Kelly
Services presented on proper job search skills, the
Fashion, Marketing and Management students
practiced their presentation and knowledge of
professional dress, and the IAAP students
enhanced their word processing, proofreading

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and professional office skills.
Student learning was increased in a number of
ways. Through a better understanding of
self-awareness and presentation skills related to
the job search process, students had the
opportunity to prepare and attend a job fair using a
variety of resources including the \"Meet Your
Future Workshop\" that we organized. Kelly
Services presented on proper job search skills, the
Fashion, Marketing and Management students
practiced their presentation and knowledge of
professional dress, and the IAAP students
enhanced their word processing, proofreading and
professional office skills.
Web-Enhancing Social Psychology met
Student learning: Was student learning achieved This was not an explicit objective of the project, but
with regards to increased knowledge of concepts was implicit in the objective that a majority
and skills? successfully complete the course. Which they did
via adequate scores of papers of several sorts,
tests, and a quiz.
Fluid and Electrolyte Balance Mini-Course met
Student learning: Was student learning achieved 80% of students showed significant increase in test
with regards to increased knowledge of concepts scores after completing this course. Test scores
and skills? were compared between pre and post tests.
NURS 2240 Simulation met
Student learning: Was student learning achieved Objectives for this simulated lab experience
with regards to increased knowledge of concepts include:
and skills? • Given responsibility for the care of three acutely
ill patients, the student will establish nursing care
priorities appropriately and provide supporting
rationale.
• Determine which nursing actions are to be
delegated and the level of nursing personnel to
whom they should be delegated
• Determine the need of nursing personnel

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for supervision
• Direct or assist nursing personnel.
• Evaluate care given by nursing personnel.
These objectives were met. After discussion and
coaching by the instructor, students were able to
establish priorities, delegate, and supervise
nursing care in the simulated situation.
Evaluation techniques included assessing and
offering feedback as the students as they worked
through the scenarios as a group. Students were
also required to individually submit a final
worksheet addressing prioritization, delegation and
supervision. Eighty three percent of students
completed a lab evaluation which indicated that
they believed the simulation was very helpful,
emphasizing concepts they were not able to
address during clinicals. Students indicated they
would appreciate more simulation time.
Enhance Classroom Experiences Using D2L met
Student learning: Was student learning achieved One of the goals of this grant was to improve
with regards to increased knowledge of concepts teaching and learning that supports students
and skills? success. The underlying premise of this grant was
to train faculty to use D2L course management
software to provide access to course materials,
outside resources, and encourage active learning
by integrating functions of this software into their
classes.
As an institution we have embraced technology,
and have found that D2L is a valuable teaching
tool. We also found an increasing demand by
students to utilize this software on a broader basis
on our campus.
Students ultimately were the beneficiaries of this
grant because they are able to access coursework
outside of classroom time. Students are able to
review PowerPoint presentations,

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download assignments, chapter study guides,
practice tests, and have access to links of
course-related websites. D2L provides a platform
for students to interact in a discussion area or
classroom. Students are able to assess their
learning through the use of self-assessments in the
quiz area, can review grade comments on
electronically submitted assignments and can keep
track of their course progress by reviewing their
grades in the gradebook area.
Service Learning in Contemporary Health Issues met
Student learning: Was student learning achieved 1. The goal of this project was to demonstrate the
with regards to increased knowledge of concepts importance of community service and to build
and skills? inter-generational relationships between students
and members of the elderly community. 2. To
achieve the goals of this project I attended the
Center for Service Learning training sessions,
identified community partners, and developed an
assignment which integrated classroom content
with the service experience. 3. To evaluate these
objectives students were required to complete 20
hours of service and write a final reflection paper
which asked them to give an overview of their
service learning experience and answer ten
learning objective questions. The results of the
final paper and service learning experiences were
that three students chose to make the commitment
to volunteer during their lifetime and two students
completed over their required 20 hours of service.
The results from the papers showed that the
students learned an appreciation for their physical,
mental, emotional, social, and spiritual health.
They described how impaired health impacts
diabetes, eyesight, hearing, walking, osteoporosis,
memory loss, and depression.

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Online Employment Strategy Resource Center met
Student learning: Was student learning achieved Pilot study indicated that \"Yes\" their learning on the
with regards to increased knowledge of concepts topic increased, and their agreemend that the
and skills? resource center was useful was strong.
Ethical Perspectives in Non-Western Traditions met
Student learning: Was student learning achieved Outcomes:
with regards to increased knowledge of concepts 1. Attendance at lecture series in the Spring
and skills? semester and class presentations in the Fall
semester.
2. Understand better how people from
non-western traditions think about right behavior.
3. Increase respect and appreciation for these
ethical understandings.
4. Notice similarities and differences with one's
own perspectives.
Evaluation:
An evaluation sheet was distributed and collected
at each lecture and class presentation. The results
are summarized below:
Lecture series:
1. Attendance 83 total, 52 students, 31
non-students
2.
Investigative Physiology Lab Materials met
Student learning: Was student learning achieved (1) Students would have a clearer idea of
with regards to increased knowledge of concepts laboratory and write up expectations. (2)
and skills? Supplemental materials helped to clarify and model
expectations. (3) There was less student
confusion and improved laboratory reports.
Research Modules in the Biological Sciences met
Student learning: Was student learning achieved The goal was to create an opportunity for
with regards to increased knowledge of concepts independent student research. Students learned
and skills? how to collect, analyze, interpret, and draw
conclusions from data. Students developed a
full-size, professional poster.
Academic Support Center Writing/English Tutor Training Program Research met
Student learning: Was student learning achieved The major goal of the project was to assess the
with regards to increased knowledge of need for increased and focused training of

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concepts and skills? tutors in skills related to writing and English in the
Academic Support Center at ARCC-Coon Rapids
(ASC). The primary faculty members for the
project did some actual tutor training at the
beginning of the academic year, but the focus was
on how to solve problems that tutors encountered
in specific tutoring sessions. Increased tutor
knowledge and awareness were the immediate
results of the training.
These same student-tutors were later interviewed
and surveyed. Follow-up interviews and surveys
were conducted with English faculty, students who
used or might use the writing tutors in the
Academic Support Center, and faculty in other
disciplines. Using the surveys and interviews, we
collected qualitative and quantitative data to
assess what problems with student learning were
encountered and to establish goals for future kinds
of training. Additionally, we created a clearer
definition of the parameters of the work of the
writing tutor.
Enriched Learning Experiences for Learners of All Ages WIthin the Greater Bemidji Area met
Student learning: Was student learning achieved 1)Enhance learning experiences for Child Care
with regards to increased knowledge of concepts learners
and skills? 2)Learners planned, set up, and directed activities
for young children during community outreach
opportunities. Learners converted the Child Care
classroom into a developmentally appropriate child
care setting and provided care for children and a
relaxing space for parents during Give Kids a
Smile Day. Learners provided large motor activities
for the Tiny Tot Expo held at the Bemidji Boys and
Girls Club. Learners gained experience in all
stages of planning and clean up.
3) Learners were evaluated on appropriateness of
activities planned, ability to set up and lead
activities andinteractions with children and

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families and on clean up and restoration of
environment.
Fluid Power Mentoring met
Student learning: Was student learning achieved
with regards to increased knowledge of concepts
and skills?
Extreme Tek met
Student learning: Was student learning achieved All 55 participants completed surveys that
with regards to increased knowledge of concepts indicated that they learned about careers
and skills? non-traditional for their gender and increased their
interest in these careers. All participants
completed ed a small project or participated in a
hands-on actiity. Thirty high school girls learned
about construction electricity, carpentry, industial
model making, and residential plumbing/HVAC and
twenty-five high school boys learned about
nursing, dental assisting, accounting, and child
care careers.
Enhance Classroom Experiences Using D2L met
Student learning: Was student learning achieved Student learning with regard to increased
with regards to increased knowledge of concepts knowledge of concept and skills increased.
and skills? Land-based students learned the D2L technology
to access grades and participate in other online
activities that their individual instructors required.
Of course, online students developed high
technology skills. They also learned self-directed
learning and time management skills.
Accounting Resource Room met
Student learning: Was student learning achieved The purpose of the project were to create
with regards to increased knowledge of concepts re-usable learning objects that would reinforce the
and skills? material covered in the introductory accounting
courses and provide links to professional
organizations and career opportunities. We
completed this by creating flash movies using the
program Captivate and developing a list of internet
site addresses. The movies ranged from
demonstration problems to specific topic

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movies. The re-usable learning objects created
are: Rules of Debits and Credits, Recording
Transactions, Accounting Equation, Financial
Statements, Basis of Accounting, Generic
Adjusting Entries, Actual Adjusting Entries, The
Closing Process, Special Journals, Internal
Controls, Bank Reconciliation, Allowance Method
for Writing Off Accounts, Direct Write-Off Method,
Fixed Assets, Depreciation, Payroll Accounting,
Corporation's Stockholders' Equity, Transporation
Costs, Worksheet, Post-Closing Trial Balance, and
Corporate Income Statement.
Developing and Implementing New Techniques in the Classroom met
Student learning: Was student learning achieved When compared to traditional lab instruction the
with regards to increased knowledge of concepts section experiencing the use of digital image
and skills? projection did appear to more fully grasp the
characteristics of the materials. Survey results
confirmed this and the objective of applying the
technology in the classroom setting was met.
Law Enforcement met
Student learning: Was student learning achieved
with regards to increased knowledge of concepts
and skills?
Horizon Wimba Live Classroom Training met
Student learning: Was student learning achieved Outcome: The instructor after attending training will
with regards to increased knowledge of concepts demonstrate how to use the product both for live
and skills? classes and for archive purposes to enhance both
blended and on line classes.
How met: While conducting the training, I did a
demonstration of the product with me acting as the
instructor and the participants acting as the
students. Then I gave them a presentation and
had them practice being the instructor and I being
the student. I have also done scheduled practice
sessions where the faculty member schedules a
time before their first class to practice with me
being the student.

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Increasing Remedial Math Class Success Through Peer Coaching met
Student learning: Was student learning achieved A major goal was to improve student success in
with regards to increased knowledge of concepts remedial math courses by weekly meetings with a
and skills? peer coach. Coaches participated in three training
sessions where they learned how to monitor
student progress and worked on story
problem-solving techniques. Coaches were
required to fill out weekly progress reports which I
reviewed each week.
Oral Health Education Initiative with Bruce Vento School met
Student learning: Was student learning achieved Student learning was achieved with regards to
with regards to increased knowledge of concepts increased knowledge of concepts and skills. Dental
and skills? hygiene students were able to practice the core
principles of dental public health. They
demonstrated that they could assess a population,
plan a program, implement the program, and
evaluate it.
They gathered primary and secondary data to
assess the population at Bruce Vento Elementary
School in St. Paul. An oral health survey was
designed and implemented as a pre-program
activity to assess the oral health knowledge of the
5th and 6th graders in particular. The pre-program
response rate for the survey was 86%.
Activities were planned and conducted at Bruce
Vento to address the needs of the population
based on the primary and secondary data findings,
resources were gathered for the activities. These
active learning exercises were researched,
planned, and implemented by the dental hygiene
students for the Bruce Vento 5th and 6th graders.
Stations highlighted survey specific oral health
subjects. 83% of the 5th and 6th grade students
participated in the hands-on education program on
February 26th of 2007.

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The pre-program survey questions were then
utilized as a post-program survey of the 5th and
6th graders to assess the level of knowledge that
was gained. The post-program response rate was
75%.
Dental hygiene students then conducted a pre and
post survey data analysis and comparison. An
increase in the number of correct answers on the
student surveys indicated the program's success.
Positive evaluation comments by the teachers,
staff, and administration at Bruce Vento School
also indicated that the program was successful.
How to Learn Online met
Student learning: Was student learning achieved Both students indicated, both informally and in the
with regards to increased knowledge of concepts course survey, that they learned about themselves
and skills? as students and about the special demands of
online learning from the course.
Development of Tiered Career Pathways in Electronics Systems Technology Incorporating National Skill met
Student learning: Was student learning achieved 4) Specific measurable outcomes as listed below
with regards to increased knowledge of concepts g) Documentation of assessment of student skill
and skills? in a pilot course from the curriculum
3. Four samples of One-sentence summaries
(CAT 13 ) will be taken and analyzed from the
class of students in a pilot course from the
curriculum.
A course from the curriculum was piloted and
student skills assessed through the use of four
\"One-sentence summaries\" as defined by Angelo
and Cross, Classroom Assessment Techniques,
Jossey – Bass Publishers. San Francisco. 1993,
pp183-187.
Students in the course were asked to perform the
assessment activity at the conclusion of the class
meeting on four occasions during the

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semester. The data collected during this
assessment is included in the Appendix of this
document.
The final report containing all appendices was
submitted to the Awards for excellence committee
and sent to the Dean of Instruction.
Introductory Algebra Using a Virtual Environment met
Student learning: Was student learning achieved
with regards to increased knowledge of concepts
and skills?
Project-based e-Mentorships met
Student learning: Was student learning achieved 1.A main outcome of the project was for students
with regards to increased knowledge of concepts to gain a greater understanding of the marketing
and skills? analysis process, decision-making and real world
program implementation.
2.Student teams were partnered with an industry
e-mentor to collaborate in operating a simulated
business. When faced with developing a
marketing strategy for their simulated business
students often have difficulty analyzing the overall
impact of their decisions. Partnering each student
team with an industry professional facilitated the
discussion regarding the reality of their decisions.
3.Evaluations techniques used to determine the
outcomes included:
&#61656;Written market plans and weekly
worksheets that analyzed student marketing
strategies
&#61656;Team PowerPoint presentations
&#61656;Student and e-mentor surveys
Student surveys indicated that 82% of the students
felt that after participating in this e-mentorship they
had a greater understanding of market
decision-making and real world

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applications. Specific student comments include:
&#61656;The project made it more realistic and not
just like any other project.
&#61656;It was helpful for someone that has been
dealing with this kind of stuff for awhile to help us
and tell us what she thought about our decisions.
&#61656;It was a fun experience having someone
outside the class help us through this.
&#61656;They have real world experience and
look at things from that perspective.
&#61656;It was good to have input from them
because they gave us helpful hints from their
experience in the \"real world\".
Student weekly decision worksheets showed
improvement in their ability to identify strengths
and areas where they needed to improve. Team
net profits increased with each decision.
Student PowerPoint presentations provided
realistic goals and strategies for future action
plans. Prior to the e-mentorship teams would often
plan unrealistic and costly initiatives.
MyPlace met
Student learning: Was student learning achieved Student awareness of usefulness of conferences to
with regards to increased knowledge of concepts discuss invention strategies and specific topics and
and skills? willingness to attend conferences online or on
campus. Participation voluntary in one section,
required in another—no significant difference in
level of participation. Approximately 75% of
students participated in conferences. Preferred
online to on campus 3-1—both in survey
responses and actual participation. See attached
report for more details.

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SCTC Anatomy and Physiology II Lab Atlas met
Student learning: Was student learning achieved All A&P II students accessed the digital atlas at
with regards to increased knowledge of concepts least once. In total the 49 students accessed the
and skills? atlas a total of 311 hours over the course of the
Spring semester.
PLC Trainers met
Student learning: Was student learning achieved This project's intent is to provide students with a
with regards to increased knowledge of concepts complete industrial controls system for interactive
and skills? learning. Discrete components such as PLCs,
solenoid valves, air cylinders, power supplies,
sensors to name a few were integrated into a
complete system. Students are engaged and
excited to work on the trainers. These PLC
trainers have given the ETAS program the
industrial flavor that is needed to prepare students
for their careers. Student learning is definitely
increased as the PLC trainers have provided a
platform for learning the skills and concepts of
automated systems. The evaluation of the PLC
trainers will continue as they are used in more
classes.
English for Academic Purposes (ENAP) transitional hybrid course met
Student learning: Was student learning achieved Improvement of college readiness from transitional
with regards to increased knowledge of concepts studies to college level coursework support.
and skills? Familiar with Riverland Community College's
Desire to Learn software.
Quality Start s for Students in On Line Courses met
Student learning: Was student learning achieved Dramatic improvement in communications during
with regards to increased knowledge of concepts first week of course so that course content could
and skills? be stressed
Online Development for English 1021: Composition I met
Student learning: Was student learning achieved Yes, Students are required to work through several
with regards to increased knowledge of concepts steps of the writing process, submit drafts and final
and skills? papers, interact with others through electronic
discussions, give peer reviews, and take quizzes.

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Mesabi Range College Library MnPALS Catalog Tutorial met
Student learning: Was student learning achieved The project allows MRC Library users (students,
with regards to increased knowledge of concepts faculty and staff) unlimited access anytime,
and skills? anywhere to a vital instructional component of
Information Literacy. All students now have
access to the material learned in Library
Information Literacy sessions. This aligns with our
Strategic Plan Goals for enrichment of both
transfer and technical programs, as well as
promotes excellence in student learning.
Teaching Circles met
Student learning: Was student learning achieved Goal 1: To incorporate Smart Classroom
with regards to increased knowledge of concepts technology in OSP1100 Job Seeking Skills.
and skills?
Objective 1: To use computer and projector
(SMART classroom) to demonstrate use of the
Minnesota Job Bank website.
Activities:
1. Demonstrated using the Minnesota Job Bank
through use of computer and projector in my
classroom.
2. Used the computer and overhead projector
during lab time, as students access the website, to
answer questions.
3. Students used the FAST assessment tool.
Students completed a short assessment of the
usefulness of the technology during this activity.
Employment Expo & Career Fair met
Student learning: Was student learning achieved Students in both Admin Mgmt Tech and Sales &
with regards to increased knowledge of concepts Marketing programs used this project to apply
and skills? classroom principles to an authentic learning
experience which dealt with actual customers and
vendors, and actual expenditures and collection of
donations for our foundation. The \"real-world\"
application led many students to the conclusion
that success is deeply aligned with planning, and
that is easier to \"talk the talk\"

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than \"walk the walk\". An evaluation from event
exhibitors reaffirmed much of the Admin Mgmt
Tech students own assessment's of the event's
performance.
Teaching Circles met
Student learning: Was student learning achieved To research and develop materials for my
with regards to increased knowledge of concepts classroom to discuss pod casting
and skills? • I started with just researching the topic
• I asked a lot of people a lot of questions
• I had major discussions with other faculty and
staff members about what does it take to create a
great pod cast
• What equipment will be needed
• What kind of time and room barriers might I
have as I start to plan this for a class in the next
year
• When, I had gathered up enough information
and other data that I was able to complete a
handout and a power point on the topic area
• I was comfortable having a discussion with two
of my classes and asking them for their opinion on
the idea of pod casting
• I showed them the materials that I created and
asked for their input on them
• They had great comments and suggestions
• I used all the information from them and updated
the materials using their ideas
• Next I gave the two classes a survey about
creating a pod cast in a class next year
• The results reflected a positive tone and they all
felt that pod casting is a must for us next year
Spring 2007 teaching circle met
Student learning: Was student learning achieved Students completed an anonymous feedback
with regards to increased knowledge of concepts survey specific to their experiences with the audio
and skills? file mini-lectures. Overall, the feedback was very
positive and based on student feedback I plan to
incorporate audio file mini-

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lectures in future online and possibly traditional
courses I teach. Student feedback included, \"I
thought it was a nice addition to just the reading. It
helps to reinforce the basic points of the chapter.\"
and \"They were very useful so I would recommend
that you use them.\"
Writing Center met
Student learning: Was student learning achieved 1. Goal—research other on-line writing centers
with regards to increased knowledge of concepts and develop a list of topics/links to my classes. 2.
and skills? Instead of links to QuickStart, links were created to
the Purdue University Owl and students were given
specific topics to research: \"Quotations,\"
\"Punctuation with quotations,\" \"paraphrasing,\"
\"plagiarizing,\" as well as review topics, such as
\"Topic Sentences,\" \"Thesis,\" \"Transitions,\" and
\"Introductions.\" These pages had better
information that the links under QuickStart's
assignment calculator. The link for \"Outlines\" was
set-up for all students to use as a handout to learn
how to construct an outline:
http://owl.english.purdue.edu/handouts/general/gl_
outlin.html Students completed the assignment but
did not seem to use the site after that one
experience. Part of the problem with that OWL is
that students have to know the term they wish to
research before they can find anything. Also,
when searching the term, students get so many
choices that it is easy to get lost. 3. Evaluation
consisted of reading the summaries students
submitted on the discussion board. Only four
students did not complete the assignment. Of the
43 completed, two received 8 points and the rest
received 10. The students were able to negotiate
the site, find the information, and summarize the
details accurately in a way that was helpful to other
students.

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Teaching Circle, Spring 2007 - Ridgewater College, Willmar met
Student learning: Was student learning achieved Students involved in using the classroom
with regards to increased knowledge of concepts performance system gave high marks to the use of
and skills? clickers both on a survey that they completed and
also through many positive comments made
before, during, and after class. Although I did not
give one specific test on the content that was
covered over a three-day period, I feel very
strongly that the students were so visibly involved
in solving problems during those sessions, that
their skill base would definitely have increased.
Development of an Online Version of Bus 101 \"Business and the American Economy\" met
Student learning: Was student learning achieved
with regards to increased knowledge of concepts 1) The goal was to increase student learning
and skills? through a new method of presentation of material,
that being the online method. Many students may
find lectures not fitting their learning style. An
interactive online learning method may improve
their learning success.
2) I developed the course using a package called
ThomsonNow from Thomson Publishing. This
system provided slide presentations, videos,
audios and other multimedia packages to improve
student learning.
3) Students took had assignments for each
chapter to evaluate their progress. This included
questions on the material as well as case studies.
They also had a weekly test on the material.
Develop an online course \"Advanced Computer Game Development\" met
Student learning: Was student learning achieved
with regards to increased knowledge of concepts During the course prototype, which was taught in a
and skills? classroom but utilizing online activities, all students
learned the basics of computer game
development. Even students with no prior
programming experience were able to write and
debug game modules by the end of the

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semester in the DarkBasic computer programming
language. All students achieved proficiency in
understanding and employing logical looping
structures. They also leaned most of the
DarkBasic commands needed for constructing two
dimensional computer games. Students learned
how to understand and use Arrays, and how to
exploit the geometry of a computer screen. Finally,
they learned techniques for importing and
manipulating graphics files in their game programs.
\"The Development of a Campus-Wide Online Writing Center at Century College\" met
Student learning: Was student learning achieved Our goal was increased participation and student
with regards to increased knowledge of concepts engagement in writing in the forming of student
and skills? online communities. This goal was achieved in
that students willingly helped out each other in
peer review and asked and answered questions
about grammar and documentation. They also
discussed and debated issues of current concern.
A student survey was disseminated online for
students with good results: 90% of the students
responding felt that they were helped by the Online
Writing Center.
Substantial Revision of the Plant Biology course BIOL 2250 met
Student learning: Was student learning achieved Student learning with regard to increase of
with regards to increased knowledge of concepts knowledge of concepts and skills was tested
and skills? through written tests and take-home assignments,
lab exercises aimed at improving observational
skills and scientific experiments; creation of poster
based on literature study; and field trip aimed at
application of learned material.
Development of British Literature, I, Online, ENGL 2251 met
Student learning: Was student learning achieved The course has been developed and students from
with regards to increased knowledge of concepts across the MnSCU system have begun to register.
and skills? We will assess student learning once the course is
offered in the fall.

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met
Student learning: Was student learning achieved The first, and main, outcome of this project will be
with regards to increased knowledge of concepts the development of a new course in the Philosophy
and skills? of Social Justice; specific course outcomes will
develop as a result of the training itself; this goal
has been achieved, as the course is now approved
by our curriculum committee as an MNTC course
and we plan to offer it in the Spring, 2008. The
second outcome will be new pedagogical
techniques intended to achieve better learning
through student-driven problem-solving and inquiry
into stereotypes. These techniques can be applied
in Ethics as well as this proposed course. I have
recognized more opportunities for group discussion
in Philosophy courses and students appear to be
more engaged in learning. The third possible
outcome would be the collaboration between
Riverland and other agencies (corrections
departments or Waseca Prison). I will be meeting
with the Director of Human Services for Steele
County soon to explore the possibility of including
this course in their pre-release program for the jail
in Owatonna; this may lead to other contacts or
venues as well for the course.
Inkling met
Student learning: Was student learning achieved Inkling was an exercise in active learning. Pine
with regards to increased knowledge of concepts Technical College's creative writing class, taught
and skills? by Chris York, used submission to the journal as
an exercise in audience awareness. One
distinction that separates the creative writer from
the keeper of a diary or journal is that the creative
writer writes for an audience beyond themselves.
Many creative writers, in fact, make the publication
of their work a personal goal. But getting published
involves more than just sending your work to a
literary journal or press. Not only must that work
be error-free, but most editors and publishers also
require that work

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be submitted in a very specific format with very
specific kinds of accompanying information. Such
an immediate and accessible forum is not readily
available for most college classrooms. When the
call for submissions was disseminated throughout
the MnSCU system, a recommendation was sent
along with it that other colleges incorporate similar
assignments into their curriculum.
The Inkling project met this goal. PTC creative
writing students were surveyed at the end of the
class concerning the value of submitting to Inkling.
With an average score of 4.11 (5 being the highest
possible score) it was clear that many valued the
assignment. The potential for a wider audience
motivated PTC creative writing students to
reconsider their work, primarily through
proofreading, but through revision as well. One
student noted that it was important to learn \"if my
writing is any good, and if it was worth any effort at
all to get it published.\" Another liked the
assignment as a way of fine tuning his/her poetry,
noting the s/he \"would have liked to spend more
time perfecting the poetry that I wrote in this class,
but I know time is restricted…\"
Furthermore, once students submitted their work,
those whose submissions were not in the correct
format received notification that their work would
not be considered and exactly how they had failed
to comply with the submission guidelines. It is this
kind of feedback that Inkling was able to provide
that added value to the project.