2014 T L F

2014 TEACHING AND
LEARNING FAIR
SCSU FALL CONVOCATION
THURSDAY, AUGUST 21, 2014
38.
WELCOME TO THE 2014 TEACHING AND LEARNING FAIR!
MILLER CENTER, 2ND FLOOR READING COURT
CPA Exam Eligibility Certificate
This certificate will provide students possessing a bachelor’s degrees in business and the desire to become a CPA with two benefits. Frist, they will earn
the necessary credits in accounting courses to become eligible to take the
CPA exam. Second, they will earn sufficient credits to meet the licensure
requirements. Based on a hybrid instruction model, the certificate is designed
for people who are unable to enroll in our traditional undergraduate courses
because of work obligations or location (not living in St. Cloud). We develop
curriculum and are working with Continuing Studies to offer the program.
Kate Mooney, Kris Portzksportz
SCSU's Fourth Annual Teaching and Learning Fair will showcase
and celebrate some of the best and most innovative efforts of faculty and staff to enhance student learning. The fair is co-hosted by
Learning Resources Services, Information Technology Services
and CETL. This years fair features presentations from the 20132014 Faculty Learning Communities, Teaching and Learning Grant
recipients, Miller Scholars and the Provost Action Grants recipients. Discover the accomplishments of faculty and staff in effectively engaging students inside and outside their classrooms. Get
your passport stamped and enter to win door prizes! While you
are here visit the newly launched Academic Technologies Team
open house. Enjoy friendly conversations with colleagues over a
light lunch in the CETL office area.
39.
Global Disaster Relief Policies
This is an experiential pedagogy that expanded to service learning and inclusion of community responds to disasters.
Dr. Patricia Bodelson 40.
The Professional Selling Specialization
The Professional Selling Specialization (PSS) project involved the development
of a new 15 credit specialization in Professional Selling. The PSS is open to all
SCSU majors and features a combination of courses presented by marketing
faculty in the Herberger Business School and professionals from area business
firms. The PSS features the Northwest Mutual Sales Lab which provides cutting edge technology in and out of the classroom.
Dr. Dennis Bristow, Dr. Rajesh Gulati, Dr. Garth Harris 41. Widespread Use of Microcontrollers as a Learning Platform in
Engineering
Project aims to create a pilot program to create a platform for the widespread usage of microcontrollers (i.e. programmable small computers used in
engineering instrumentation) with an early initiation during sophomore year.
Through our industry outreach and consulting we are aware of a shifting
landscape in the way sensors and actuators are being utilized in the real
world. To be able to adjust to this shift, an entirely new approach to teach
instrumentation is needed. Currently, MME department has an instrumentation course MME 350- Process Measurement and Sensors until which, students are not exposed to instrumentation at all. This project will enable the
students to start interacting with microcontrollers very early in the curriculum. These devices will then be utilized in almost all of their engineering
courses. This is also in alignment with COSE and department goals of providing active learning and encouragement of lifelong learning.
A. Serdar Sezen
35.
Incorporating DNA-Based Forensic Studies into the Biology
151 Laboratory Curriculum
Several internal grant opportunities are available to faculty and/or staff. Attend to learn more about: (a) faculty improvement research awards which
support scholarly activity greater than 14 days in length; (b) faculty improvement short –term funds supporting registration fees, travel and per diem related to non-credit workshops or training programs 1-14 days in length; (c)
new researcher funding for probationary faculty and staff in their first five
years of service for research and scholarly activity; (d) university researcher
funding to assist individuals seeking external funds of $25,000 or more for
research, scholarly or creative activity; (e) student research funds to support
academic research and creative activity; (f) Saigo Excellence monies to fund
presenter travel grants, project mini-grants and publication grants; and (g) the
Hellervik Prize encouraging research or scholarly activity which advances
knowledge on issues of importance to students, college/school, university and
society.
Jodi Kuznia 36.
LRS Collaborations and Projects Across Campus
Learning Resources Services (LRS) will showcase campus collaborations and
other projects with St. Cloud State faculty, staff, and students that involve
technology and services. These will include embedding information literacy
into English 191, how we use our use our institutional repository to showcase historical and faculty research and scholarship, the opening of a production studio in Miller Center to accommodate audio and video projects, the
creation of a curriculum-generated subject guide for an Education course, and
the collaboration between University Archives, the department of History,
and the College of Liberal Arts to revitalize the Central Minnesota Historical
Center (now collection) that resides on Miller Center’s third floor.
Tom Steman, Cindy Gruwell, Chris Inkster, Tom Hergert 37.
The Rigor Relevance Framework The rigor-relevance framework has been used in education to find a balance
that increases the learning potential. The Whole-Part-Whole (WPW) pedagogical approach, and Integrated Course Design (ICD) can help design course
materials that find a better balance between rigor and relevance. While rigor
has traditionally been successfully preserved by instructors and domain experts, ways of monitoring relevance need to be developed. This project is an
attempt to create a tool to measure student perception of relevance. The
tool has been designed for use in a variety of contexts, and has been used to
measure student perception of relevance in Math and Computer Science
courses in which WPW and ICD have been used in the design of the course.
The results of using this tool will be presented.
Sarnath Rammath, John Hoover
TEACHING AND LEARNING FAIR PARTICIPANTS
1.
Learning Assistant Utilization
“Learning Assistants” (LAs) can transform learning, creating environments in
which students can interact with one another, engage in collaborative problem solving, and articulate and defend their ideas. LAs make connections with
students in order to motivate them to want to succeed and to teach them
how to succeed. The use of LAs for our courses is a mechanism for achieving
the following goals: (a) Recruit and prepare talented chemistry, mathematics
and statistics majors for careers in teaching, (b) Engage chemistry, mathematics and statistics faculty in the recruitment and preparation of majors and
minors for future careers, (c) Improve the quality of chemistry, mathematics
and statistics education for all undergraduates, (d) Transform departmental
cultures to value research-based teaching for ourselves and for our students.
Using data collected from LAs enhanced courses at SCSU and from an external evaluator from University of Colorado-Boulder.
Melissa Hanzsek-Brill, Sarah Petitto, Stacy Martig, Stephen Walk
2.
End of Life Cultural & Spiritual Immersion Simulation
Nursing students are expected to provide physical, psychosocial, spiritual, and
cultural appropriate care for the patient who is near death and support the
family. Experiencing the death of a patient can be personally and emotionally
difficult for a nursing student as it may bring into one’s memory personal
death related losses. Utilizing low and high fidelity simulation technology in
the laboratory setting allowed faculty to immerse students in a multi-cultural
and spiritual end of life death experience. Second semester baccalaureate
nursing students were provided a simulation opportunity to experience end
of life care that was holistic, inter-professional, and appropriate to three Upper Midwest cultures: Christian Caucasian, Native American, and Islam Somali. Inter-professional health care members and individuals of the different
cultural communities were consulted to develop end of life culturally and
spiritually authentic scenarios. The end of life simulation experiences impacted the nursing students’ knowledge, skills, and affective learning for these
scenarios that culminated in powerful emotionally charged debriefing sessions.
Victoria Hammer, EdD, MN, RN; Katherine Koepke, BSN, MS, RN, CNHP
3.
Advance Care Planning Educational Materials
Dr. Phyllis Greenberg and Patricia Bresser co-teach an interdisciplinary Advance Care Planning Certification course. Bresser utilized the CETL grant to
purchase educational materials from Honoring Choices Minnesota. These
materials, in five languages (English, Somali, Hmong, Spanish, Russian), were
shared with students to help them understand some of the concerns that may
be expressed by individuals wanting to complete a healthcare directive. They
also provided students with the educational materials in English so they
would have them to reference when assisting others with their advance care
planning.
32.
Flipping the Classroom
In an attempt to increase student success rates, student engagement and student-student and student-faculty interactions, members of the Flipping the
Classroom Faculty Learning Community implemented various flipped modes
in several disciplines. Results of the impact of utilizing a flipped classroom to
increase student engagement and characteristics of creating a successful “flip”
will be shared.
FLC Members: Stephanie Houdek, Jeanne Anderson, Kristen Carlson, Jean Hoff,
Mark Petezold, Kannan Sivaprakasam, Joy McKenzie, Jamie Heiman, Rebecca
Crowell, Bill Branson
2013 CETL Grant Recipient: Patricia Bresser
4.
QPR Training: Workshop for suicide prevention
Suicide is 100% preventable. Question, Persuade, Refer (QPR) is a suicide
prevention gatekeeper training designed for faculty, staff, and students on
campus. The training session teaches the tools and skills necessary for offering an effective response to help St. Cloud State students or other individuals
who are struggling with thoughts of suicide or are in personal crisis. Just as
people trained in CPR and the Heimlich Maneuver help save thousands of
lives each year, people trained in QPR learn how to recognize the warning
signs of a suicide crisis and how to question, persuade, and refer someone to
help. As a QPR-trained Gatekeeper you will learn to: (a) recognize the warning signs of suicide, (b) know how to offer hope, (c) know how to get help
and save a life. Davin Maijala, PsyD, LP; Niloufer Merchant, PhD 5.
Compliance Simplified
All too often we become afraid of the unknown. This session is aimed at informing attendees in an easy to understand manner about various compliance
measures which protect researchers and academic professionals. The Institutional Review Board (IRB) handles research with human subjects. The Institutional Animal Care and Use Committee (IACUC) has oversight of all research and academic teaching involving animals. Responsible conduct in research training is now required by the National Science Foundation, National
Institutes of Health and all Public Health Service funded agencies. Time and
effort reporting has been occurring for many years and is a requirement of all
federal grants. With the generation of external funding, a conflict of interest
analysis is required per State of Minnesota regulations. Export control regulations and how it applies to your research or academic work.
Linda Donnay
33.
Supporting University Supervisors in a Co-Teaching Model
We used a semi-structured interview protocol to examine existing materials
and identify recommendations and/or changes that would support the work
of university supervisors in a co-teaching model. We gathered data or other
supports that would be helpful to university supervisors in a co-taught environment
FLC Members: Nancy Bacharach, Teresa Heck, Mary Jo Froemming 34.
Forward Thinking with Backward Design Balancing Critical
Thinking with Content
Backward Design (or Backward Planning) is a process initially developed for
use in the K-12 classroom and presented in the book “Understanding by Design” by Grant Wiggins and Jay McTighe; it is the outcome of research centered around focusing students and teachers on learning thereby combating
student boredom, passivity, apathy, ability to rote memorize but inability to
apply knowledge. The process is equally well employed to advantage in the
College Classroom and has been recommended by scholars for curriculum
design and development, learner centered pedagogical strategies such as collaborative learning and assessment. Briefly, Backward Design is comprised of
three stages: (1) The educator identifies the desired results, (2) The educator
determines what acceptable evidence for those results having been achieved
is, and (3) The educator plans the learning experiences and instruction to
meet the goals you have set.
FLC Members: Kate Pound, Michael Rogers, Kristin Ruth Bratt, Nancy Sundheim
28.
Tk20 Training 1: Mission, Vision, Outcomes- oh my!
Tk20 is an online assessment database. Its primary function is to collect, aggregate and report assessment data for the purposes of accreditation and
program review. It will allow St Cloud State to collect information at the
course, program, unit and institutional level. Please join us in an exploration
of this new system.
Holly Evers 29.
Building the Environmental Geology Concentration: Infusing Relevance & Quality, Attracting Students
The Provosts Action Grant ‘Building the Environmental Geology Concentration: Infusing Relevance & Quality, Attracting Students’ brought faculty in relevant disciplines (AHS, GEOG, ETS, CHEM, MATH, PHYS) together, so we
could work cooperatively to better plan our courses, so students would be
better prepared. A key component of the grant involved building connections
with stakeholders (Environmental Geology Consulting Companies, State and
Federal Agencies, and non-profit groups), so we could learn about their
needs, get feedback on the material we do cover, so that we can better prepare students for employment. Work done thus far has (1) provided valuable
feedback on the structure of the Environmental Geology Concentration from
stakeholders, and (2) built connections between Faculties involved, including
ideas for developing new multidisciplinary courses.
Kate Pound, Jeff Torguson, Mitch Bender, Mikhail Blinnikov, Jean Hoff, Mike Dvorak, Carol Mohrbacher, Mike Sharp, Richard Shearer
30.
Social Media for Teaching and Learning
LIB 290 is the first 3-credit course for the Library section at SCSU. The
course offers to students a comprehensive overview of social media tools,
techniques of their use and the application of social media toward the solution of a global issue. The course goes beyond the technological use of social
media and entails legal and ethical issues, understanding of the social media
ramifications on society and prepares students for the rapid changing world
of technologies and innovations.
Plamen Miltenoff 31. Using Curriculum Navigator to Process Curriculum Forms Find out how Curriculum Navigator works. After you login how do you access forms and make curricular changes? What do you do when Curriculum
Navigator sends you an e-mail? How do you access the forms that were formerly in the old Curriculum Bulletins? Where can you add your two cents
about curricular changes? The electronic process may be easier than you
think.
Brenda Wentworth
6.
ARPAC Assessment: Faculty Learning Outcomes
The Anti-Racist Pedagogy Across the Curriculum (ARPAC)/Faculty Learning
Community (FLC) engaged in the creation of an assessment instrument used
for the first time in the 2013 ARPAC workshop, and it will be used for the
second time, this Fall 2014. This assessment instrument is a pre-and postsession survey that assesses ARPAC workshop participants' knowledge, attitudes, and practices about Anti-racism education, and how it is integrated
into their class syllabus, and the classroom.
FLC Participants: Glovanni Antune, Betsy Glade, Darlene St. Clair, Melissa Prescott,
Brenda Wentworth, Geoffrey Tabakin, Betsy Glade, Kyoko Kishimoto, Mary Clifford
7.
Democratic Education and Civic Renewal in the 21st
Century: The American Democracy
SCSU carries a deep commitment to preparing undergraduates for their future roles as engaged global citizens in the 21st century. This civic mission
asks us to imagine new interdisciplinary learning environments and experiences (designed through the curriculum) that foster student knowledge, skills,
and capacities to work meaningfully, critically, and mindfully on complex, enduring public issues and problems. We will explore questions and issues
about higher education’s civic mission to provide deep learning experiences
for students to understand pluralistic and complex democracies and to claim
their roles as engaged local, national, and global citizens. This session is an
informal round table conversation, a dialogue about the role of civic education and practice. It is also an invitation to explore and become involved the
American Democracy Project (ADP) at SCSU.
Marla Kanengieter, Cindy Fitzthum 8.
EDTPA Workshop for Special Education
The Minnesota Board of Teaching has recently begun implementation of a
project that requires all teacher candidates in the state to complete an assessment of their teaching abilities during their student teaching practicum.
This assessment is called the Teacher Performance Assessment (edTPA).
The department of special education had planned for a successful implementation of this mandate, but realized that cooperating teachers, those who
have the most direct contact with teacher candidates, are feeling stress about
their ability to mentor and to provide appropriate opportunities to the teacher candidates. This project involved organizing workshops for Cooperating
Teachers from our partner districts other school districts in and around St.
Cloud and the metro area to build their capacity for supporting the School of
Education special Education Teacher candidates. This workshop enabled both
the CTs and their mentees to sit together and discuss the challenges and the
opportunities in this assessment process.
Maud S. Dogoe Ankudey
9.
Holocaust and Genocide Studies
Conversation about creating a multidisciplinary program in Holocaust and
genocide education in the college of liberal Arts.
Daniel Wildeson 10.
Course Development for Nuclear Engineering Minor
“The purpose of this project is to study options for course offerings and
course development that relate to Nuclear Engineering and to study options
for how to offer a Nuclear Engineering minor, and to move forward, as appropriate” (action grant proposal). We anticipate that a nuclear engineering
minor would include courses in nuclear engineering and radiation protection.
Physics 450 (Introduction to Nuclear Engineering) was offered as a special
topics course in spring 2013, taught by Dr. Haglin. To satisfy the radiation
protection requirement, we examined the option of adding a one-credit module to an existing course Physics 408 (Physics of Digital Medical Imaging);
however, this was impractical due to great differences in student preparation
and the need to change the order of presentation to mesh the new course
with the existing course. We consulted with various professionals (in health
physics and nuclear power) and developed a syllabus for a new proposed
course, Physics 452 (Introduction to Radiation Protection).
Steven T. Ratliff, Kevin Haglin, Mark Petzold 11.
Giving Learning a Hand: Assessing Experiential Activities
for the Gerontological Classroom
While the pedagogical approach of using hands on experiences to teach about
human physiology has a long tradition in medical education, the adaptation of
this practice to gerontology is relatively new. The use of simulations and other hands on tools has been shown to not only enhance students’ knowledge,
but also their overall empathy for older adults. The following reports on the
development and implementation of a series of in-class experiences in three
areas: (a) simulation of normal and pathological processes of aging; (b) health
prevention activities (e.g., screenings and exercise); and (c) assistive and adaptive technology using universal design. Initial findings revealed a strong preference for traditional modes of learning (e.g. lecture, video). A second trend,
however, showed over half of the students also preferred hands on learning
experiences. Student response to the hands on modules was overwhelmingly
positive. These findings support the importance of incorporating a variety of
teaching approaches, including hands on to enhance the gerontological classroom.
FLC Members: Rona Karasik, Phyllis Greenberg
25.
Social Media and Student Interaction at SCSU
Despite the media hype about social media in college courses, questions remain: What social media services do students prefer? When is social media
communication effective in students’ minds? Do SCSU students even want
social media integrated into their courses? Are students willing to use their
personal accounts for school-related communication with peers, TAs, and
professors? This presentation provides answers to those questions (and
more) based on experiments conducted in two SCSU courses (involving 160
students) as well as surveys of nearly 400 SCSU students. The results can
help SCSU professors decide whether/how to integrate social media into
their courses. Additionally, since multiple social media services were focused
on in the research, the results can help professors consider the most effective social media platforms for education, according to SCSU students.
Emil Towner 26.
Spanish Immersion for Future Speech-Language
Pathologists
Theresa Estrem and her graduate assistants will display Spanish children’s
books and other materials that were purchased with the CETL Teaching and
Learning Grant. We will have sample lesson plans, activities, and video tapes
of Spanish speaking children working with speech-language pathology students.
2013 CETL Grant Recipient: Theresa Estrem 27.
CJS Undergraduate Research Community Partnership with
St. Cloud Police Department
This effort seeks to establish a protocol for developing research-driven community collaborations to enhance and expand data driven research projects
for students, providing the opportunity for CJS grad/undergrad students to
generate discussions with SCPD about important data management skills.
Launched in part from summer 2014 CJS Research Methods courses and coordinated through SoPARI to help establish community/research partnerships
using faculty reassignment and expertise to direct graduate student support
for undergraduate research projects from within departments and across
SoPA. This effort will be a model for building an undergraduate research support lab infrastructure within SoPARI, SCSU, and the larger community.
CJS, SOPARI, and St. Cloud Police Research Collaborative; Lindsey Vigesaa, Stewart
Wirth, Kristy Modrow, King Banaian
22.
Study Tour for Curricular & Research Collaboration Initiatives: UG & UCC, Ghana
The project will enable faculty meet, discuss, and develop materials, insights
for curricular and research initiatives for collaborative work anchored around
the conservation of Ghana slave trade routes from the north terminating at
slave castles along Atlantic Ocean coastline export points to the New World.
To learn about social issues in a developing society and compare community
planning and development models
Chuks Ugochukwu, Torguson Jeffery, Merton Thompson 23.
Miller Scholar Project: SCSU Autism Clinic
Drs. Estrem and Edrisinha will present information about the increasing prevalence of autism and the need for early identification and intervention of autism. When awarded the Miller Scholar Award, they had the opportunity to
explore and develop an Autism Clinic at SCSU. They will address their goals
and outcomes in the past year, and the work still left to accomplish.
Theresa Estrem, Chaturi Edrisinha 24.
Would You or Your Students Be Interested in a Graduate
Certificate in Applied Conflict Communication and Dispute
Resolution? A Communication Studies Department Provost
Action Grant
The primary goal of this action grant was to identify the interest in, need for,
and strategies for development of a Communication Studies graduate certificate in Applied Conflict Communication and Dispute Resolution. The bulk of
the year was dedicated to understanding the development process, identifying
similar programs in the five state region, exploring the interest of related
programs on campus, identifying a structure for the program that leveraged
department resources and met the vision of the program as well as interest
of campus constituencies, identifying key persons to contact in the community, developing strategies and questions for exploring community interest, and
securing departmental support for the proposed certificate During this poster
session, the department will continue to gather data from participants regarding their interest in such a certificate
Roseanna Gaye Ross, Ph.D
12.
Efficacy of treatment using an intensive three-tiered
approach for children with auditory processing disorders.
Children with auditory processing disorder (APD) often have difficulties receiving efficient treatment because there is limited research and understanding of treatment for APD across speech-language pathologists and special
educators. The project, “Efficacy of treatment using an intensive three-tiered
approach with children who have auditory processing disorders” utilized a
three-tiered approach (auditory, linguistic, and compensatory skills) to treatment by two student clinicians during their 2014 spring semester clinical
practicum. The CETL grant provided funds to purchase materials specifically
for linguistic and compensatory skills for individual and group therapy sessions. The student clinicians conducted four, half-hour sessions in conjunction
with each of their individual therapy sessions. Group activities targeted temporal patterning (auditory), prosodic interpretation (auditory/linguistic), social
language (linguistics), requesting clarification (compensatory), and note taking
(compensatory). In addition, each of the student clinicians completed pre- and
post- group therapy reflections to document their learning experience from
this project.
2013 CETL Grant Recipient: Joy McKenzie 13.
Providing Supplemental Course Materials through the Use
of Technology
This presentation will show how technology (Camtasia Studio, Pen Tablet,
and YouTube) has been used in providing supplemental course materials in a
statistics course. Advantages and disadvantages of using these technology will
be demonstrated. Student performance and comments will be shared.
Shiju Zhang 14.
Inquiry Based Laboratory Pedagogy Across Scientific
Disciplines
The current investigation consists of an assessment of the impact of a pedagogical intervention facilitating scientific inquiry within five different laboratory-based courses and five different scientific disciplines. Student outcomes
assessed the effect of this intervention on student learning of lab content and
students' general attitudes toward science and inquiry-based learning. Results
indicated significant main effects of Discipline in questionnaire items related
to enjoyment of the lab, scientific attitudes, and attitudes toward science.
Two of five professors found significantly improved recognition of testable
hypotheses for the experimental condition. One of five professors found
significantly improved performance on discipline-specific lab content for the
experimental condition. Instructor reflections on the time demands, resource
demands and “lessons learned” during implementation of the inquiry intervention are presented. Student reflections on motivation and learning are also
discussed.
FLC Members: Sarah Smits-Bandstra, Mark Minger, Nathan Winter, Chris
Jazwinski, John Sinko
15.
Hybrid Classroom in Higher Level Mathematics Course
The project is to combine the flip classroom practice with the traditional
lecture format in a junior level mathematics course, with additional two
weekly discussion sessions led by learning assistants and weekly written
homework assignments graded by a grader. In its original intent, certain part
of the project failed whereas others prevailed. The original plan was to record the in-class lectures with adobe connect and post the recorded lectures
with demonstration on D2L for students peruse. The technology did not
work as planned .The glitch might have to do with one characteristic of mathematics lectures—demonstrate in real time how problems are solved. Being
demonstration-intensive in equations and computations, our lectures require
much more writing in real time.
Jeff Chen 16.
Global Pedagogy Symposium
We discuss results of Global Pedagogy Symposium that we organized at
SCSU in the spring of 2014. The event attracted over 50 faculty, students and
staff from 9 different MnSCU colleges and universities, as well as some colleagues from out of state. We will highlight some of the findings of what
works in global pedagogy in our presentation and what we propose to do in
the future to better integrate global learning across MnSCU.
Mikhail Blinnikov, John Ness, Mumbi Mwangi, Plamen Miltenoff 17.
“There Is Help Out There!”
During the last several months, various support offices on campus have collaborated with faculty to address challenging student issues. Since our faculty
are often on the “front lines,” it seems timely to discuss their experiences
and to offer some perspectives and lessons-learned. These challenges include
but are not limited to suicide ideation, excessive absences, harassing behavior,
concerning on-line communication, and odd or disruptive behavior. Referral
and consultation options will be presented. Facilitators will encourage audience participation in sharing their own experiences in the classroom. This
session will provide tools and resources to enhance response to these issues.
Jerry Bulisco, Dr. Sarah Petitto, Peggy Sarnicki, Taunja Meers, Abbey Soldner
18.
Should there be a Communication Center at SCSU?
We developed a series of workshops to help students understand the role
that technology plays in their lives. The development of the workshops was
an experiment in part to determine if and how they could be part of a Communication Center. The Communication Studies Department has developed
a series of projects that we feel could benefit the university and local community as part of a Communication Center. In this session we will present some
of these projects and engage our audience in a discussion of whether they
think such a center would be of value at SCSU.
R. Jeffrey Ringer, Diana Rehling, Suzanne Stangl-Erkens 19.
Transfer Friendly? How your department can lead the way
in attracting more talented transfer students
More than half of the college students in the US are enrolled in Community
Colleges. Transfer students have been and will continue to be a large part of
the enrollment at SCSU. Fifty percent of the Fall semester SCSU graduates
started as Transfer Students and NET enrollment comprises nearly half of
our recruitment goals for the upcoming years. With the launch of Transferology in March we have been working to make people more aware of the
product and its potential as a recruitment tool. At the core of this is the
process by with we evaluate and accept credits from other institutions (both
2 and 4 yr.). Some discussion will be around a recent proposal from the Student Success Committee relative to identifying key faculty to provide a more
seamless and timely evaluation of incoming courses.
Richard Shearer, Leah James, Abbey Soldner, Mike Sharp 20.
Provost’s Action Grant: The Curatorial Project
Advanced art students participated in a 3-day workshop on curating led by
Yale curator Nicholas Brown. During fall and early spring semesters, students developed a curatorial vision, made visits to Twin Cities artist’s studios
and created an exhibition for Gallery Vault, the art department’s student run
gallery in downtown St. Cloud. For the fair there will be images of the exhibition and copies of the catalog.
David Sebberson 21.
Students’ Development of Social Justice through Service
Learning at SCSU
We will present results of our research study which compared pre- and postService Learning perspectives of students from a variety of disciplines.
FLC Members: Theresa Estrem, Isolde Mueller, Ann Finan