Faculty Development Grant

from the Bush Foundation

Nov 2002 - Nov 2005

Augustana College
Sioux Falls, SD

Awards

Year 2 (Jan - Dec 2004)

Section of Faculty Development Grant	Faculty Member	Project	Goals, Reports
1. Student Learning Assessment	Bob Kiner	Praxis II Pilot project will identify a pool of thirty student volunteers to take the Praxis II exams during the spring semester of the 2003-04 academic year. The population will include secondary education, elementary education, and special education majors. The pilot project should answer questions about student performance on the Praxis II exam when compared to current academic performance.	Final Overall Goals: #4
1b. Department development grants	Deb Carlson	Biology student writing	Final Rubric Questionnaire
1b.	Sherry Barkley	HPER assessment activities	Final
2a. Projects exploring nontraditional student learning experiences	Bob Kiner	Education Dept nontraditional student initiatives	Progress Further Progress Final
2b. Support for the Augustana Symposium	Liz Tolman & committee	Augustana Symposium 17 April 2004	Final Goals (same as Yr 1) Addressing the Goals
2c. Projects that examine the relationship between student learning and pedagogy (year 2 Theme: Information Literacy)	Kay Christensen, Shelly Gardner	Purpose: To incorporate information literacy skills into Business Administration 320: Principles of Management (BSAD 320). They plan to use their Faculty Development Grant to continue the faculty/librarian partnership which began in the fall 2003 semester to integrate information literacy skills into BSAD 320. Goals Statement: This proposal relates to Goal 4: In what ways have we enhanced assessment of student learning? How can we apply that to the curriculum? Based on the pre and post-survey results as well as the evaluation activities tied to each information literacy component, you will be able to demonstrate an impact on student learning.	Final Addressing the Goals
2c.	Judith Howard and Muriel Larson	Purpose: Integrating Information Literacy instruction into Nursing 322 (Communication in Community), with pretest at the beginning of the preceding course Nursing 320 (Introduction to Professional Nursing). The intended outcome is to begin the process of developing nurses who are lifelong learners; knowledgeable about how information is created and disseminated in the nursing profession, and proficient in accessing and retrieving high quality evidence-based resources. The proposed project is part of a larger plan to extend assessment of information literacy skills to Nursing 451, a complementary course. Goals Statement: Goal #4, "In what ways have we enhanced assessment of student learning? How can we apply that to the curriculum?"	Progress Final
2c	Jan Brue Enright and Patrick Hicks	The purpose of this project is to integrate information literacy education into an English 200 class, a course taken mostly by freshmen. This project seeks to introduce these first- and second- year students to the increasingly complex world of library research. Goals Statement: This grant will address #3 (applying latest research and methodology to the assessment of student learning and develop functional ways to apply what is learned directly to the curriculum). Through the required submission of an outline, a works cited, and a works consulted page, students will have opportunities to receive early feed-back on their project, and a chance to revise or improve their final paper.	Final
2c	Lisa Brunick and Steven Matzner	Purpose: The project coordinators propose modifying BIOL 180, Intro to Environmental Science course to enhance the current course objectives through the integration of information literacy skills. The ability to successfully access and critically evaluate information is essential in an information rich society. As a result of the project, students will demonstrate the ability to select an appropriate database, construct an effective search, evaluate search results, and synthesize those results in the form of a pamphlet for a general audience plus a research paper for a scientific audience. Goals Statement: #3 In what ways will we explore and apply familiar and unfamiliar enhancements of the teacher-student relationship? The new component is an educational enhancement, where Dr. Matzner will ask students to research a relevant environmental issue and apply that information for both the general public and scientific audience. The information literacy component is a novel enhancement, in that it includes librarians more explicitly in the teaching relationship. Students will not only made aware of the complexities in locating and evaluating information, but will witness how librarians can partner with faculty and students throughout the process.	Progress Final
2d. 2-3 projects per summer for research programs specifically supporting undergraduate research with particular emphasis on student learning outcomes from student research projects	Ann Pederson	Student researcher: Jaclyn Sutton Faculty mentor: Ann Pederson LuAnn Eidsness, MD is also associated with this collaborative research. This summer research project focuses on the relationship between spirituality and health.	Final Jaci paper
2d	Mark Hallenbeck	Student researcher: Annmarie Kowalczyk Faculty mentor: Mark Hallenbeck This project will implement and analyze a best-practice expository writing instruction model that combines Cognitive Strategy Instruction in Writing (CSIW), a strategy on which Mark Hallenbeck has conducted other research, with the format of the writing workshop. The intent is to develop and evaluate a model of writing instruction that brings together powerful writing research from both special education and general education.	Progress Final
3a. Develop internship centers at various places around the country		Initial developers: Dick Hanson and Arlen Viste Progress update	Update Final
4a. Project Grants for classroom-based efforts at internationalization and global immersion	Ivan Fuller	Purpose: The purpose of this grant proposal is to receive financial aid in developing a UMAIE course on the artistic and cultural life of Russia for May/June 2006. The course is currently under development with the approval of Dianne Hammrich in the Dean's office as well as having tentative interest from Ron Rolland of Seminars International (coordinator of UMAIE trips). He will be bringing this proposal to the UMAIE board in April 2004 in hopes that it can become a pilot course for a summer UMAIE program. Area 4a of the Bush Foundation grant emphasizes the importance of classroom experiences with diversity and globalism. Toward this goal, the grantee is bringing this proposal to better connect students to the world of our relatively new, eastern European partner - Russia. Goals Statement: Perhaps the closest match to one of the four overall goals as stated by the Faculty Development Committee is number two: "In what ways have we further explored our identity as a college? In what ways have we enriched the dialogue on vocation and the implications for learning?" This proposal will help to deepen and enrich the types of educational opportunities given to Augustana students. In turn, such enrichment will impact the school's identity, particularly in its move toward greater diversity and international connectedness. The global nature of the proposal will result in student participants who will have a richer understanding of their place in this world, an understanding which should certainly have great implications for their educational experience.	Final Addressing the Goals
4a	Reynold Nesiba and Cari Skogberg	Summary: Professors Nesiba and Skogberg request funds to be used to pay for instructor travel, lodging, and food costs during a spring break trip (March 20-27, 2004) to Nicaragua that is imbedded in GENL 197A, Nicaragua: Faith and Hope, this spring term. Purpose: GENL 197A Nicaragua: Faith and Hope will integrate readings, movies, guest lectures, discussion, and a week-long trip to Nicaragua over Spring Break 2004 to introduce students to this Central American nation as well as to Iglesia Luterana de Nicaragua 'Fe y Esperanza' (The Nicaraguan Lutheran Church of "Faith and Hope.") Goals Statement: "In what ways have we further explored our identity as a college? In what ways have we enriched the dialogue on vocation and the implications for learning?" We believe that this proposed project helps SD ELCA members including the campus community see Augustana College in at least two new ways. First, not only are we identified as the place for parents to send their students for a college education, but we are also a place where local ELCA members can return to prepare for international mission trips. We are one of the places in the SD synod where the church does its thinking and teaching about the outside world. In other words, this course is one concrete service we provide as a benefit to the churches that own us. This offering helps us demonstrate what it means to say we are a college of the ELCA. Second, no longer will our traveling students view Augustana as an autonomous, small, private, Lutheran liberal arts college at the edge of the plains. Instead, they will see and experience that we are part of a global Lutheran church. It is far bigger than they have imagined. When one lives on the northern plains, it is easy for us to forget that Lutherans are part of an international institution that is involved in emergency relief, economic development, and the promotion of justice. Our visits to Lutheran World Relief coffee farmers as well as meetings with leaders and members of ILFE will make this apparent. Finally, the issues raised in this course are naturally connected to ideas of vocation and how we should live. The teaching and learning done in this class involves not only facts and figures, but also raises questions about calling and our responsibilities to others with whom we share the planet. (Only the Lord knows why the two professors in this class talk frequently about their callings to return to Nicaragua.)	Progress Report_II Addressing the Goals
4a [also related to 3a]	Ann Pederson and Ingrid Arneson	Summary: This project provides some support for Ingrid Arneson who will be doing a two-month internship in Geneva, Switzerland during summer 2004 with Lutheran World Federation. The internship has already been approved and she is working at completing the necessary paperwork for work permits, etc. The idea of the internship was initiated by Ann Pederson, but the formal contacts and work have been carried out by Ingrid Arneson. This internship is set up to give her experience in a setting where religion, public life, and the international community intersect. This fits well with her government, religion, and philosophy majors. Next fall, Ingrid will integrate what she learns from this internship into the fall theology seminar, and a joint thesis project between government and religion. The project support will be used toward expenses for the internship. LWF does not provide monetary support to Ingrid for this project. The award also supports travel of Ann Pederson to Geneva/LWF Goals include: To learn with and from Ingrid Arneson's experience with Lutheran World Federation what difference it makes to her theological formulation. How our department might join other departments, particularly government, to offer course and internship experiences at the intersection of religion and public life with an international and global focus To continue conversations with Lutheran World Federation about more possible internship sites for our students To create a senior integrated, international experience: thesis, seminar, internship. The theological curriculum and assessment goals of Religion 332A would be altered to include global perspectives and experiences on the intersection of religion and issues in public life. A program might be developed in which there is a senior integrated track: internship, Religion 332 (senior seminar), thesis (preferably jointly with another department). Develop regular internship sites with Lutheran World Federation and/or the ELCA Division for Global Mission. Overall Goals: This project will help achieve better student-teacher relationships and contribute to the significance of our learning through the following: 1. Adding experiential depth and insights from an international setting, 2. Ingrid will contribute to how we will fashion the integrative internship and thesis for the department	Final_a Final_b Photos
4b. Focused Study Grants to members of the faculty who express an interest and an ability to modify learning environments so as to significantly engage the issues of globalism and international learning.	Margot Nelson and Mary Brendtro	Purpose: The intent of this project is to cultivate relationships and explore opportunities for collaboration with the regional university colleges in Norway. It arises from interest expressed by faculty in Norwegian institutions, as well as interest on the part of Augustana's faculty, in creating opportunities for students and faculty to engage in international learning. The learning opportunities to be explored in this project relate specifically to course exchange, faculty exchange, development of new courses both at Augustana and in Norway (including UMAIE possibilities), and possible development of an International Nursing Center at Augustana. Overall Goals: This project relates both to overall goal #2 and #4	Progress Final Addressing the Goals
4b.	Stephan Lhotzky	Purpose: The proposed project is designed to determine the cause of the frequent lack of the ability to integrate into writing projects in advanced German courses grammar skills mastered at the intermediate level. At the same time, the project theory strongly suggests that more grammar-related writing exercises must be included in the advanced course selected for the project: "The German Song in History". While the project makes no initial claim of a solution, it is likely that continuous grammar practice in writing German will improve students' writing skills in the language at the advanced level. Project goals: a) determine whether planned modifications of the target course will elevate the students' writing skills level; b) determine whether the proposed improvements warrant an extension into other advanced courses in the program; and c) contribute to the assessment of the German program. Overall Goals: This project relates to overall goals #1, 3, and 4	Final Syllabus Contents Worksheets Addressing the Goals
5a. Faculty fellows/mentoring program for faculty training in the appropriate and effective use of the WWW and the internet in the classroom	Instructional Technologist: Sharon Gray	Participant: Jenny Hill Course: PE 323 Biomechanics Overview: This grant will involve the use of motion analysis software and digital video to help students analyze motion in order to improve performance. Activities: Students will videotape their motion (such as a golf swing, a hurdle jump, a softball pitch, or a basketball throw) and then analyze the motion frame-by-frame. Students will be able to overlay video of a good performance over video of a poor performance to see what improvements are needed (known as performance analysis.)	Final criteria_1 criteria_2 ppt_1 ppt_2 ppt_3 ppt_4
5a	Instructional Technologist: Sharon Gray	Participant: Eric Wells Course: Physics 221/222 Proposal: Individual handheld radio frequency responders for physics students to provide numeric and other types of answers to questions posed by the instructor to provide information necessary for effective "Peer Instruction"	Progress Final
5b. Campus Center for Web-based Research and Instruction (CWRI)	Instructional Technologist: Sharon Gray	Summary: Sharon Gray and Cheryl Swanson plan to offer a week-long, hands-on technology workshop early this summer to help each participating faculty member work on an individual project of interest to him or her. It is hoped there will be between 4-6 participants from various departments. The workshop will run June14-17. The four days will consist of presentations by experts on various topics during the mornings and time for hands-on work with expert assistance during the afternoons.	Final
5b	Instructional Technologist: Sharon Gray	Summary: Sharon Gray will "attend" three virtual workshops offered by WebCT. These three workshops, described below, would enable me learn to better administer Augustana's WebCT courses. This expertise would benefit not only my courses, but the courses of other faculty with whom she works. Details	Final
5c. Continued support for an instructional technologist	Instructional Technologist: Sharon Gray	Instructional Technologist: Sharon Gray	Final -- Years 1-3
6d. Develop a series of workshops for faculty on the mission and vocation of the college		Leaders: Ann Pederson and Pr. Paul Rohde	Schedule conflict prevented Fall Faculty Retreat

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Send comments to Faculty Development Committee
klindell@augie.edu
or Arlen Viste
e-mail: viste@augie.edu