Providing an Extraordinary Education – Minnesota State Colleges and
Universities
Riverland Community College
Faculty Forum Results
April 2012
A. Signature Learning Experiences
1. Riverland faculty identified already known examples of teaching strengths
for departments and programs through examples listed below:
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dedication and commitment to teaching and learning.
thorough understanding of their subject matter and comprehensive
curriculum.
strength of extensive professional and industry work experience in their
discipline.
willingness to accommodate individual student needs to support their
learning such as extensive use of videos for lecture, illustration,
tutorial, demonstration, etc.
customization of curriculum based on learners’ needs.
library orientations to any and all classes helping students better
understand and access databases and intra- and interlibrary
resources.
commitment to teaching using alternate delivery systems including
online, hybrid, and ITV.
alignment with national skill standards in compliance with numerous
accreditation agencies and councils.
performance and skill-based teaching and learning experiences
wherein students earn state and national recognition for participation.
use of technology in nearly all teaching and learning opportunities.
online Quality Matters course certification reviewed and managed by
faculty peers.
transferability of two-year degrees into baccalaureate degrees.
articulation agreements with four-year higher ed institutions.
program availability on all Riverland campuses.
use of pre- and posttests so students discover their expanded
knowledge and skills.
clear and thorough student expectations described in course syllabi.
Faculty believes that students will identify the strengths listed above if
asked.
2. Riverland faculty identified what it would mean for their
department/program to be known for its “signature learning experiences”
and plan how project-based, active, or problem-based learning might be
used more widely in the department/program. The following examples of
learning that actively engage students are:
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project based learning; hybrid formats, with a scaffolding instructional
strategy culminating in a standard competency being demonstrated by
the student.
theatre productions, musical programs and visual arts exhibits offering
students hands-on learning opportunities with college and community
groups while showcasing their learning.
data workshops and field activities.
community expert presentations in the classroom.
capstone assignments through the use of e-folio.
assignments that connect each student with relevant and individual
learning experiences.
writing center seminars/workshops for students needing additional
help.
collaborative teaching model with Adult Basic Ed offering an additional
instructor in the classroom assisting the college faculty.
flipping the classroom experience – lecture done as homework and
assignments done in the classroom with the support of the instructor.
linking dedicated tutors and counselors with the faculty to enhance
student performance and success.
experiential and service learning in the community and public schools.
laboratory or lab-like experiences.
students across disciplines participate in annual disaster simulations.
3. Riverland faculty explained other ways to redesign the classroom
experience as follows:
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pilot the flipped classroom model wherein lectures are done as
homework and class assignments are done in the classroom with the
help of the faculty.
increase involvement with secondary educational partners.
increase online options with Quality Matters certification as a standard.
explore enhanced hybrid delivery models.
experience-based learning such as music majors teaching music
lessons to students unable to afford them.
add more video lecture to online and hybrid classes.
one-on-one conferences to create experts on peer editing – each
student has an expertise they use in the peer editing process.
assign more writing for students to improve on what may be an eroding
student skill.
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enhance and offer more outside field trips to provide an enriching and
relevant student experience.
incorporate a lecture capture system into an online class for students
to record at home to complete an oral presentation.
4. Riverland faculty identified steps the department should take to increase
student engagement with learning, improve pedagogy, and increase the
efficacy of our faculty. They described what can be done with existing
resources and what additional resources (whether technological, financial,
or other) would be optimal. They examined ways in which they could work
with other programs, departments or institutions to be more effective.
Results listed:
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need financial support to improve the infrastructure of the Bridges
Theatre such as renovating seating area, addition of fly space,
improvements in the work and house lighting and safety
improvements.
streamline the present purchasing process through an online system.
group tools in D2L, cross discipline collaboration on projects such as
auto service, diesel, wind and solar.
collaborate with programs across the college on a student recruitment
process.
use Malcolm Knowles’ work in developing andragogy as a strategy for
working with adult learners.
implement more D2L tools such as the Rubric tool to provide
immediate feedback for students and the attendance tracking tool to
assist in reporting chronic attendance issues to counselors and
financial aid staff
work with other programs to develop world language classes
applicable to their discipline.
take the classroom into the world in the form of class trips.
co-teach with other faculty from other disciplines.
develop learning communities.
enhance opportunities to dialog between students and faculty in trying
to find ways of improving students learning.
institute a required, college-wide first-year experience course.
expand opportunities for professional development for faculty
study how to predict and then improve retention and student success
using Echo360 lecture capture/blended learning environment.
offer consistent lab assistants to free faculty from the time-consuming
ordering of supplies and equipment, maintaining equipment, choosing
and modifying or writing lab exercises, assessing material, setting up
labs, breaking down labs and cleaning up.
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B. Learning Outcomes
1. Riverland faculty identified the capabilities and competencies they expect
students to have when they graduate from their department/program as
follows:
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meet requirements for state registry’s standards identified by
national accrediting body. Gain general knowledge and high
physical aptitude. Attain skills identified by industry and required
for entry level employment into specific program related
occupations
be adept at searching library holdings – physical and electronic –
and further evaluate resources for accuracy and correct usage.
gain competency relevant to respective course outlines’ objectives
and outcomes to include college’s core themes of critical thinking,
human diversity, global perspective, people and the environment,
and ethical and civic responsibility.
gain critical thinking skills and the ability to problem solve and
improvise under pressure.
function positively with diverse groups of people.
effectively develop a work ethic for the profession.
develop an understanding of the creative process and its
application in the world.
develop an understanding of the role of a world citizen.
understand the scientific method of inquiry into science-related
questions and issues.
transferability of courses and degrees to universities.
2. Riverland faculty listed the data we already have about learning outcomes
and how we use them. They have identified ways in which to review the
following outcomes data to improve learning:
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organizational performance data, student evaluations, exam pass
rates, and competency skill assessments.
benchmark data using various data sources.
survey results to identify issues and continuously improve.
analysis of student learning improvement plans and results to
assess learning outcomes.
state and national student competition rankings.
analysis of retention rates in courses.
administer pre- and posttests to adjust teaching techniques and
identify students’ needs.
analysis of graduate exit surveys.
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3. Riverland faculty identified improvements relevant to learning outcomes
data or assessment practices to better assess what students learn in our
department/programs as follows:
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add national certification exams and additional employer surveys.
collaborate more with faculty from other disciplines.
develop course exit examinations.
organize peer evaluations to identify how to improve teaching
methods.
administer class surveys at beginning and end of classes.
C. Curricular and Course Collaboration
1. Riverland faculty identified ways in which new collaborations could make
courses better and our work more productive and enjoyable. Ideas on
how we increase collaboration within the department, across the college
or university, or across the system to create and share the courses and
materials are listed as follows:
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schedule time to meet, collaborate, and plan department meetings.
negotiate statewide articulation agreements.
offer continuing education credits for workshops and coursework.
plan team teaching across disciplines to facilitate learning.
collaborate with Student Success Center and the Writing Center.
develop an emphasis on building student writing, research and
argumentation skills to benefit all departments.
collaborate with our neighboring colleges to share best teaching
practices and partner on curriculum and program offerings.
sustain parent help centers presently funded by MDH which focus
on young male parents and fathers-to-be based on emerging
research that shows colleges must prioritize productive out-of-class
engagement among men. The centers will also provide outreach
and services that have a strategic focus on three student groups:
online learners; young student fathers or soon-to-be fathers; and
health science/nursing majors. State and national data support
these focuses.
form advisory committees that include four-year universities,
current students, and graduates in addition to the typical employer
stakeholder members.
2. Riverland faculty described ways they might redesign our e-education
strategy to reduce the costs of course development and develop better
courses as follows:
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further support our Office of Instructional Technology.
develop more D2L software.
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establish frequent department meetings to focus on technology
usage and teaching techniques.
rethink employing more hybrid classes to reduce time and
expenses for students.
better coordinate scheduling between departments in order to
maximize students’ schedules at all Riverland campuses.
do not minimize the importance of traditional studio and lab
experiences wherein students work together while learning.
continue to recognize the value of the Quality Matters
certification and engage faculty to get courses certified.
develop and monitor e-education for the same quality and rigor
expected in traditional classrooms.
examine the potential of using E-books in order to reduce costs
for students.
invest in professional development through faculty workshops to
stay current with emerging technologies and their application.
D. Next Steps
1. Riverland faculty identified many goals to achieve in 2012-2013 to include:
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secure more special project based funding for programs and
equipment is necessary.
develop stronger ties to business and industry
create more survey tools
build more industry certifications and additional program
accreditations.
refine marketing at the program level.
develop more effective collaboration between departments to
share equipment costs
expand the Writing Center to a more all-purpose academic
center.
develop learning models online for students to get information
about writing standards.
develop a style sheet on a standard non-research paper
develop learning communities.
increase student enrollment.
strengthen fundraising for more program support.
expand online courses.
develop a course centered on international travel and a global
experience.
develop math and English learning labs across the college to
support learning.
provide a first-year experience course to ease the transition to
college for all new students.
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negotiate additional articulation agreements with MnSCU
institutions and others.
develop new courses and update existing coursework.
Assess student competencies from MnTC core themes.
2. Riverland faculty identified projects to focus on in 2012-2013 and will work
with their faculty colleagues and deans on a plan to accomplish these
goals for the academic year. Meetings will be arranged between
Riverland Administration and program/departments to review, set
timelines, and achieve goals. Across the college, common projects to
focus on are listed as follows:
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expand Quality Matters certification.
develop marketing projects for programs/departments.
modernize facilities and equipment.
improve data collection tools.
3. Riverland faculty listed the following needs in order to accomplish goals
and priorities identified through the Extraordinary Education Faculty
Forum:
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identify additional funding sources to help sustain programming.
improve budget to support improvements.
develop collaboration between marketing and foundation staff.
obtain support from administration and planning time.
continue focus on assessing course and degree outcomes.
enhance program/department strategic planning and follow the
planning.
rely on support and recognition of faculty efforts from college,
administration, and MnSCU in order to fuel the next goals and
projects.
(August 2012)
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