Courses

 

Course Course Name Instructor Mandatory? Project Description
ACCT 2102-91 Managerial Accounting Anthony Copa Optional  Details TBD
ANTH 1100-01 Introduction to Anthropology Jeremy Nienow Optional  In this collaboration, IHCC students will have the opportunity to work with River’s Edge Academy students on campus at IHCC to teach them about building typologies. Building typologies, the systematic arrangement of cultural material into types, will be a highly experiential learning activity, led by the instructor and facilitated in smaller groups by Intro to Anthropology students. As they will have covered this material during a prior class period, students in the Intro to Anthropology class will assist REA students in forming the typologies by morphological, temporal, and functional types and answer any questions that arise. By teaching AVID students, Inver students will improve their retention of the information about typology building and as well as types of groupings/sorting; this will help them achieve one of the course goals, which is to identify and apply anthropological study methods. For the community partner (REA), not only will students gain knowledge of the brain, but this collaboration will also expose them to an engaging hands-on learning opportunity while working with college students, encouraging their own pursuit of higher education.
ANTH 1100-33  Introduction to Anthropology Jeremy Nienow Optional  In this collaboration, IHCC students will have the opportunity to work with River’s Edge Academy students on campus at IHCC to teach them about building typologies. Building typologies, the systematic arrangement of cultural material into types, will be a highly experiential learning activity, led by the instructor and facilitated in smaller groups by Intro to Anthropology students. As they will have covered this material during a prior class period, students in the Intro to Anthropology class will assist REA students in forming the typologies by morphological, temporal, and functional types and answer any questions that arise. By teaching AVID students, Inver students will improve their retention of the information about typology building and as well as types of groupings/sorting; this will help them achieve one of the course goals, which is to identify and apply anthropological study methods. For the community partner (REA), not only will students gain knowledge of the brain, but this collaboration will also expose them to an engaging hands-on learning opportunity while working with college students, encouraging their own pursuit of higher education.
ANTH 1130-01 Introduction to Biological Anthropology Jeremy Nienow Whole-Class In this collaboration, IHCC students will work with Woodbury Middle School students on campus at IHCC to teach them about flint knapping. During the class period, the instructor will give a lecture on experimental archaeology. This will be followed by a time period where students from ANTH 1130 will work in small groups with 7th graders from WMS’s AVID program, explaining more about flint knapping (the making of ancient stone tools) and helping students to create stone tools out of the rock. By teaching AVID students, Inver students will improve their retention of the information about the flint knapping process, which relates directly to the examination of human behavioral practices and hominid evolution as shaped by environmental and cultural stimuli. For the community partner (WMS), not only will AVID students gain knowledge of the brain, but this collaboration will also expose them to a real college atmosphere and working with college students, both of which will encourage them in pursuits of college – a major goal of the AVID program.
ANTH 1150-01 Introduction to American Indian Culture Jeremy Nienow Optional  Tentative: Immersion & Community-Based Learning experience at Mille Lacs Reservation.

ART 1115-61

Advanced Drawing Rob Kolomyski Whole-Class In this Community-Based Learning experience, students will re-illustrate a children’s book describing the experience of having a sibling with developmental disabilities. Representatives from Fraser will come to the class to answer any questions students have about the agency and the work they do with youth with developmental disabilities. At this time, students will receive the text for the book as well as photos from Fraser events and outreach materials. Using these as a basis for development and idea generation, students will design the color, style, and layout of the books’ pages. A preliminary storyboard of the book will be given to Fraser for feedback before the final illustrations are completed. This directly relates to the course goals, which include exposure to a variety of drawing approaches to the human form include anatomy, figure/ground relationships, and expression.
ART 2100-01 Beginning Sculpture Joel Froehle Whole-Class Sculpture in Community Garden - Details TBD
ART 2101-01 Advanced Sculpture Joel Froehle Whole-Class Sculpture in Community Garden - Details TBD
ART 2200-01 Beginning Ceramics Wendy Olson Whole-Class Using the concepts about shaping and smoothing and glazing that they are learning in their course, students will then make one bowl to donate to Eagan Resource Center for their “Empty Bowls” fundraising event, which is held each spring.
ART 2201-61 Advanced Ceramics Wendy Olson Whole-Class Using the concepts about shaping and smoothing and glazing that they are learning in their course, students will then make one bowl to donate to Eagan Resource Center for their “Empty Bowls” fundraising event, which is held each spring.
BIOL 1117-03 Environmental Science with Lab Tanya Smutka Whole-Class In several Community-Based Learning experiences done throughout the course as part of the labs and coursework, students will spend time contributing to different agencies connected to the environment in order to gain hands-on experience with issues and concepts being discussed in class. Agencies served may include the City of South St. Paul, Friends of the Mississippi River, the Community Garden, and Garlough Environmental Magnet School, among others. Projects will range from soil testing to buckthorn removal to public service announcements/awareness campaign about source water protection. Through the experience, students will think critically about their role in the environment (both in terms of causes and solutions to problems), as well as about concepts in ecology such as environmental exploitation and environmental resources, both of which are learning outcomes for the course. In addition, the experience will encourage students to explore careers in the environmental field while also encouraging future volunteerism – both of which are beneficial to students and to the community. In addition to these opportunities, there will be an optional extra credit  Community-Based Learning opportunity in which students can choose to contribute to a variety of different agencies (ranging from community gardens to nature centers, schools to environmental agencies) in order to gain more hands-on experience with issues and concepts being discussed in class.
BIOL 1117-04 Environmental Science with Lab Tanya Smutka Whole-Class In several Community-Based Learning experiences done throughout the course as part of the labs and coursework, students will spend time contributing to different agencies connected to the environment in order to gain hands-on experience with issues and concepts being discussed in class. Agencies served may include the City of South St. Paul, Friends of the Mississippi River, the Community Garden, and Garlough Environmental Magnet School, among others. Projects will range from soil testing to buckthorn removal to public service announcements/awareness campaign about source water protection. Through the experience, students will think critically about their role in the environment (both in terms of causes and solutions to problems), as well as about concepts in ecology such as environmental exploitation and environmental resources, both of which are learning outcomes for the course. In addition, the experience will encourage students to explore careers in the environmental field while also encouraging future volunteerism – both of which are beneficial to students and to the community. In addition to these opportunities, there will be an optional extra credit  Community-Based Learning opportunity in which students can choose to contribute to a variety of different agencies (ranging from community gardens to nature centers, schools to environmental agencies) in order to gain more hands-on experience with issues and concepts being discussed in class.
BIOL 1120-01 Exploring Biology Tanya Smutka Whole-Class In this Community-Based Learning experience, Exploring Biology students will work with elementary school students from GEMS in a cell-building activity. IHCC Exploring Biology students will teach 3rd graders about the parts and functions of cells, which they will build using edible materials (including, of course, candy). After the cells are built, they will be dismantled, piece by piece, and put into hungry bellies. Through this fun experience, elementary school kids will learn about how cells function – a learning outcome in their science curriculum.  In addition, this teaching experience will help Exploring Biology students reinforce course material on cell biology and other course goals, which include an emphasis on the molecular level of biology, in particular on cell structure and function. In addition to this experience, students will also have an optional, extra-credit Community-Based Learning opportunity in which they tutor GED students at the Minnesota Literacy Council on topics such as the scientific method, cell structures, genes/heredity, evolution, ecology, and basic chemistry.
BIOL 1120-02 Exploring Biology Tanya Smutka Whole-Class In this Community-Based Learning experience, Exploring Biology students will work with elementary school students from GEMS in a cell-building activity. IHCC Exploring Biology students will teach 3rd graders about the parts and functions of cells, which they will build using edible materials (including, of course, candy). After the cells are built, they will be dismantled, piece by piece, and put into hungry bellies. Through this fun experience, elementary school kids will learn about how cells function – a learning outcome in their science curriculum.  In addition, this teaching experience will help Exploring Biology students reinforce course material on cell biology and other course goals, which include an emphasis on the molecular level of biology, in particular on cell structure and function. In addition to this experience, students will also have an optional, extra-credit Community-Based Learning opportunity in which they tutor GED students at the Minnesota Literacy Council on topics such as the scientific method, cell structures, genes/heredity, evolution, ecology, and basic chemistry.
BIOL 1120-03 Exploring Biology Lisa Tracy Whole-Class In this Community-Based Learning experience, Exploring Biology students will work with Cottage Grove Middle School students in a cell-building activity. IHCC Exploring Biology students will teach 8th grade AVID students about the parts and functions of cells, which they will investigate by using microscopes to identify the different structures. They will then build a model of a cell using edible materials (including, of course, candy) for each of the structures. After the cells are built and studied, they will be dismantled, piece by piece, and consumed! Through this fun experience, not only will AVID students will learn about how cells function and get to see real cells under microscopes, but this collaboration will also expose them to a real college atmosphere and working with college students, both of which will encourage them in pursuits of college – a major goal of the AVID program.  In addition, this teaching experience will help Exploring Biology students reinforce course material on cell biology; students will have to identify specific features of cells to show the 8th graders under a microscope as well as be proficient in all parts of the cell during the cell-building activity. This directly corresponds to the course goals, which include an emphasis on the molecular level of biology, in particular on cell structure and function.
BIOL 1120-04 Exploring Biology Lisa Tracy Whole-Class In this Community-Based Learning experience, Exploring Biology students will work with Cottage Grove Middle School students in a cell-building activity. IHCC Exploring Biology students will teach 8th grade AVID students about the parts and functions of cells, which they will investigate by using microscopes to identify the different structures. They will then build a model of a cell using edible materials (including, of course, candy) for each of the structures. After the cells are built and studied, they will be dismantled, piece by piece, and consumed! Through this fun experience, not only will AVID students will learn about how cells function and get to see real cells under microscopes, but this collaboration will also expose them to a real college atmosphere and working with college students, both of which will encourage them in pursuits of college – a major goal of the AVID program.  In addition, this teaching experience will help Exploring Biology students reinforce course material on cell biology; students will have to identify specific features of cells to show the 8th graders under a microscope as well as be proficient in all parts of the cell during the cell-building activity. This directly corresponds to the course goals, which include an emphasis on the molecular level of biology, in particular on cell structure and function.
BIOL 1120-33 Exploring Biology Tanya Smutka Whole-Class In this Community-Based Learning experience, Exploring Biology students will work with elementary school students from GEMS in a cell-building activity. IHCC Exploring Biology students will teach 3rd graders about the parts and functions of cells, which they will build using edible materials (including, of course, candy). After the cells are built, they will be dismantled, piece by piece, and put into hungry bellies. Through this fun experience, elementary school kids will learn about how cells function – a learning outcome in their science curriculum.  In addition, this teaching experience will help Exploring Biology students reinforce course material on cell biology and other course goals, which include an emphasis on the molecular level of biology, in particular on cell structure and function. In addition to this experience, students will also have an optional, extra-credit Community-Based Learning opportunity in which they tutor GED students at the Minnesota Literacy Council on topics such as the scientific method, cell structures, genes/heredity, evolution, ecology, and basic chemistry.
BIOL 2201-03 Anatomy and Physiology 1 Laurine Ford Whole-Class In this collaboration, IHCC students will work with Falcon Ridge Middle School students on campus at IHCC to teach them the parts and functions of the brain. During the class period, students from BIOL 2201 will work in small groups with 8th graders from Falcon Ridge’s AVID program, explaining the brain’s structure and function to AVID students. By teaching AVID students, Inver students will improve their retention of the information about the brain and nervous system, which are a major course goal. For the community partner (FRMS), not only will AVID students gain knowledge of the brain, but this collaboration will also expose them to a real college atmosphere and working with college students, both of which will encourage them in pursuits of college – a major goal of the AVID program.
BIOL 2201-04 Anatomy and Physiology 1 Laurine Ford Whole-Class Collaborative Partner TBD. IHCC student experience will be similar, as they will work with partners to teach others the parts and functions of the brain.
BIOL 2201-91 Anatomy and Physiology 1 Kristin Digulio Whole-Class In this collaboration, IHCC students will work with late middle and early high school students who attend the Mt. Airy Boys and Girls Club in St. Paul. These Anatomy and Physiology students will work with those teens on campus at IHCC to teach them the parts and functions of the brain. During the class period, students from BIOL 2201 will work in small groups with teens from Boys and Girls Club, explaining the brain’s structure and function to the teenage students. By teaching those students, Inver students will improve their retention of the information about the brain and nervous system, which are a major course goal. For the community partner (Boys and Girls Club), not only will their teens gain knowledge of the brain, but this collaboration will also expose them to a real college atmosphere and working with college students, both of which will encourage them in pursuits of college – a major goal of the Boys and Girls club.
BIOL 2201-92 Anatomy and Physiology 1 Kristin Digulio Whole-Class  In this collaboration, IHCC students will work with late middle and early high school students who attend the Mt. Airy Boys and Girls Club in St. Paul. These Anatomy and Physiology students will work with those teens on campus at IHCC to teach them the parts and functions of the brain. During the class period, students from BIOL 2201 will work in small groups with teens from Boys and Girls Club, explaining the brain’s structure and function to the teenage students. By teaching those students, Inver students will improve their retention of the information about the brain and nervous system, which are a major course goal. For the community partner (Boys and Girls Club), not only will their teens gain knowledge of the brain, but this collaboration will also expose them to a real college atmosphere and working with college students, both of which will encourage them in pursuits of college – a major goal of the Boys and Girls club.
 BUS 1101-01  Introduction to Business  Yohannes Agegnehu  Whole-Class  In this Community-Based Learning experience, Intro to Business students will design and present interactive presentations about careers in the Business field to Rosemount High School students at the IHCC-hosted Career Exploration Day. Students will choose from a variety of careers in Business (including Management, Finance, Accounting, Marketing, Human Resources, and Project Management) and investigate that career in-depth. They will then take this career – manager, financial analyst/consultant, accountant, market analyst/marketing consultant, human resources specialist/consultant, project manager/coordinator, etc. – and design both an interactive activity related to the position as well as a poster presentation that contains an accurate overview of the position (responsibilities, day-to-day activities, education needed). Each student will then take a shift during the Career Exploration Day (on Friday, November 1), taking students through the interactive activity and explaining the careers in the field. This experience will directly benefit Rosemount High School students, as it will expose them to relevant information about career pathways in the Business field as they think about choosing elective career coursework at RHS. In addition, this experience benefits Business students, as they will help reinforce key goal areas of the course, which include giving students a broad introduction to the Business field and the career pathways within the field, as they’ll have to research one career in-depth and become familiar with a variety of careers in order to teach the material to RHS students.
 BUS 1101-99  Introduction to Business  Yohannes Agegnehu Whole-Class   In this Community-Based Learning experience, Intro to Business students will design and present interactive presentations about careers in the Business field to Rosemount High School students at the IHCC-hosted Career Exploration Day. Students will choose from a variety of careers in Business (including Management, Finance, Accounting, Marketing, Human Resources, and Project Management) and investigate that career in-depth. They will then take this career – manager, financial analyst/consultant, accountant, market analyst/marketing consultant, human resources specialist/consultant, project manager/coordinator, etc. – and design both an interactive activity related to the position as well as a poster presentation that contains an accurate overview of the position (responsibilities, day-to-day activities, education needed). Each student will then take a shift during the Career Exploration Day (on Friday, November 1), taking students through the interactive activity and explaining the careers in the field. This experience will directly benefit Rosemount High School students, as it will expose them to relevant information about career pathways in the Business field as they think about choosing elective career coursework at RHS. In addition, this experience benefits Business students, as they will help reinforce key goal areas of the course, which include giving students a broad introduction to the Business field and the career pathways within the field, as they’ll have to research one career in-depth and become familiar with a variety of careers in order to teach the material to RHS students.
 BUS 1118-75  Business Ethics  Hamid Kazeroony  Whole-Class  In this Community-Based Learning experience, students in Business Ethics will learn, hands-on, about Corporate Social Responsibility through a partnership with Bridging. Students will spend 3 hours on-site at the nonprofit during which they will do a service experience with Bridging, just as a corporate team would (as many times business use service experiences as team-building events). In addition to the service experience, IHCC students would also receive a tour of the Bridging facility, during which Bridging would elaborate on the ways in which they partner with corporate sponsors and why that outreach is critical to their organizations – and benefits the corporate sponsors as well. This ties back directly into course material and learning outcomes, which include examining issues related to ethics in business and their relationship and impact upon society as well as the roles and responsibilities of business management in the context of organizational ethics. In addition, students will be actively participating in a service opportunity as if they were a business entity, which can help increase their awareness in making decisions based upon ethical judgments, another course outcome.
 ITC 1160-99  Project Microsoft Software  Carol Kaszynski  Optional   For this Community-Based Learning experiences, students will have the opportunity to work with the American Red Cross as a project management case study. As students learn various components of project management, they will use this information to design a successful project implementation program for the expansion of ARC’s volunteer recruitment and retention in greater Minnesota. The projects designed will answer specific questions about how to implement the expansion in an organized manner (district by district? recommended staffing? volunteer training location/offerings? recognition ideas?), and students will break into small groups around various topics. This directly relates to the course content, as it incorporates all of the major components of successful project management: 1. Planning a Project, 2. Creating a Project Schedule, 3. Communicating Project Information, 4. Resources and Costs, 5. Tracking Progress, 6. Closing the Project, and 7. Sharing Project Information. Students will present their findings in a final report at the end of the semester that will also include flowcharts, spreadsheets, etc.
 CJS 1150-01  Intro to Criminal Justice  Leslie Palmer  Whole-Class  In this Community-Based Learning experience, IHCC Criminal Justice students will design and present interactive presentations about careers in the Criminal Justice field to Rosemount High School students at the IHCC-hosted Career Exploration Day. Students will choose from a variety of careers in the Criminal Justice field (including Law Enforcement, Corrections, Court System, and Juvenile Justice) and investigate that career in-depth. They will then take this career – parole/probation officer, jailer, warden, court reporter, judge, attorney, clerk, police officer, detention center or after-care professional for juveniles, etc. – and design both an interactive activity related to the position as well as a poster presentation that contains an accurate overview of the position (responsibilities, day-to-day activities, education needed). Each student will then take a shift during the Career Exploration Day, taking students through the interactive activity and explaining the careers in the field. This experience will directly benefit Rosemount High School students, as it will expose them to relevant information about career pathways in the Criminal Justice field as they think about choosing elective career coursework at RHS. In addition, this experience benefits Criminal Justice students, as they will help reinforce key goal areas of the course, which include giving students a broad introduction to the field/Criminal Justice system and the career pathways within the field, as they’ll have to research one career in-depth and become familiar with a variety of careers in order to teach the material to RHS students.
COMM 1100-03 Interpersonal Communication Brad Manley Whole-Class In this Community-Based Learning experience, Interpersonal Communication students will have the opportunity to serve as a guide for a small group of Rosemount High School students as they move through the different modules of Career Exploration Day. They will engage students in conversation and practice active listening techniques to help students feel comfortable with the college and to answer any questions that might arise. This directly relates to the course goals, which include acquiring skills for effective communication and learning and applying techniques for improving communication through active practice. Not only will this be an opportunity for active practice, but through this service, students will also benefit the IHCC community and RHS students, as they will help make students’ on-campus experience a positive one.
 COMM 1100-05  Interpersonal Communication  Brad Manley  Optional   In this Community-Based Learning experience, students will serve on-site at various partners in order to gain experience in one-on-one conversations and to establish relationships with different individuals. The actual service the student provides will be dependent on the organization; the only expectation is that students have the ability to interact with individuals being served by the community partner. This will allow students to reinforce the concepts they are learning about in class: effectively communicating in individual settings, understanding factors that influence our communication behaviors, and developing techniques for improving communication with others. Students participating in this experience must provide a minimum of 15 hours of service throughout the semester.
 COMM 1100-61  Interpersonal Communication  Brad Manley  Optional   In this Community-Based Learning experience, students will serve on-site at various partners in order to gain experience in one-on-one conversations and to establish relationships with different individuals. The actual service the student provides will be dependent on the organization; the only expectation is that students have the ability to interact with individuals being served by the community partner. This will allow students to reinforce the concepts they are learning about in class: effectively communicating in individual settings, understanding factors that influence our communication behaviors, and developing techniques for improving communication with others. Students participating in this experience must provide a minimum of 15 hours of service throughout the semester.
 COMM 1110-05  Public Speaking  Brad Manley  Whole-Class  In this Community-Based Learning experience, Public Speaking students will develop career speeches and tour guiding material to assist IHCC in hosting Rosemount High School students at IHCC/RHS’s Career Exploration Day. Students will then have the opportunity to either (a) design and interactive presentation and present on their career pathway to RHS students on the Career Exploration Day or (b) serve as a guide for a small group of RHS students as they move through the different modules of Career Exploration Day. This directly relates to the course goals, as they require students to research, organize, and deliver a speech in a professional setting where they have to focus on appealing to an audience; learning about different, common, public speaking roles; providing clear and understandable public communication; and practicing the delivery skills needed to present ideas effectively. They also benefit the IHCC community and RHS students, as they will inform students about different career pathways and help make students’ on-campus experience a positive one.
 COMM 1110-61  Public Speaking  Brad Manley Optional    In this Community-Based Learning experience, Interpersonal Communication students will have the opportunity to serve as a guide for a small group of RHS students as they move through the different modules of Career Exploration Day. They will engage students in conversation and practice active listening techniques to help students feel comfortable with the college and to answer any questions that might arise. This directly relates to course goals, which include learning about different, common, public speaking roles; providing clear and understandable public communication; and practicing the delivery skills needed to present ideas effectively. Not only will this be an opportunity for active practice of public speaking, but through this service, students will also benefit the IHCC community and RHS students, as they will help make students’ on-campus experience a positive one.
 ECON 1105-01  LCOM: Show Me the Money: Writing about Economics  Dan Norgard  Whole-Class  In this Community-Based Learning experience, students will combine economic concepts with research techniques and presentation and professionalism skills to create and convene mini-simulations of economic theories for Inver Grove Heights Middle School students. Based on material covered in Economics (which include supply and demand, comparative advantage and trade, increasing marginal opportunity, cost, sunk cost, public goods, and externalities), students will form small groups in their English course and research and organize presentations (specifically, interactive mini-simulations) around the Economic topic and how it has been a factor both historically and in the present-day. Concurrently, they will work with their On-Course instructor on professionalism and presentation skills that will be useful when carrying out the presentation. Students will then go to IGHMS and do the mini-simulations presentations for IGHMS students. This project directly connects to content covered in each subject area within the LCOM and will assist in reinforcing learning goals. In addition, this will provide a different kind of interactive learning environment for IGHMS students while also teaching them economic principles – and, more specifically, how the economic principles are another way to connect historical events and present-day events, making history all the more relevant to students’ life experience.
 EDU 1109-01  Introduction to Education and Reflective Teaching  Heather Bandeen  Mandatory  Students in this course will participate in a Community-Based Learning experience in which they will serve in a K-12 environment in a support role for a classroom teacher. As students will be new to the teaching profession, this experience will give them an experiential introduction to the profession, allowing them to be able to both observe classroom teaching as well as work with individual or small groups of students to provide additional academic support for classrooms. In addition, this experience will give students real-life interaction with very different school environments, providing fodder for conversation surrounding educational equity, the achievement gap, poverty, diversity, resiliency, cultural awareness, school improvement, and the importance of engaging in reflective teaching.
EDU 1133-01 Children's Health, Nutrition, Phys Development, and the Effect of Drugs Janice Hofschulte Mandatory Students in this course will have the opportunity to design fun and interactive cooking activities for children living at Emma’s Place, a non-profit that provides living accommodations for single-parent families with three or more children where at least one family member who is dealing with Chemical Dependency, a physical disability, or mental illness. As students gain the knowledge and skills needed to maintain a safe and healthy environment for young children, they will begin to develop a 6-week cooking program for children in the afterschool program at Emma’s Place in which the children are introduced to healthy living recipes that are both tasty and fun. Not only will this give the children a new, fun experience, but it will also help reinforce ideas about healthy eating and habits. In addition, IHCC students will be able to gain practice designing (and carrying out) appropriate activities for children around the topics of health, nutrition, and physical development – and potentially the effects of drugs on children, all of which are incorporated into the course goals.
EDU 1136-99 Infant and Toddler Development Cheryl Redinger Mandatory In this Community-Based Learning experience, students will work with various child care and educational facilities for a minimum of 40 hours to gain experience with, and develop their knowledge base about, infants and toddlers. This experience broadens students’ education, getting them off campus to expose them to real-world settings in which they can gain competence in these course goals: identify ages and stages of infant and toddler development; help to develop appropriate curricular plans for infants and toddlers; recognize age-appropriate developmental milestones and when referrals are necessary; and identify various environmental needs of infants and toddlers. In addition to achieving these learning goals, this service experience also provides the community partner with additional support to enhance service to their clientele.
EDU 1141-01 Learning Technology for K-12 Education Heather Bandeen Mandatory In this course, students will partner with Oltman Middle School in St. Paul Park to assist instructors with using iPad technology in the classroom. Oltman Middle School recently acquired iPads for all faculty, and each Oltman student will receive an iPad in Fall 2013. This presents a new challenge for Oltman faculty, who may not be familiar with the technology and have not used iPads for instruction. Students in EDU 1141 will assist instructors through using skills gained in their course to develop lesson plans and design class activities where the iPad technology is utilized.
EDU 1143-99 Multicultural Education/Human Relations Heather Bandeen Mandatory TBD
 EDU 2018-61  Instructional Strategies for Diverse Learners  Heather Bandeen  Mandatory  Students in this course will partner with CareerHub to develop lesson plans and learning activities to increase reading and math skills for high school students. Using knowledge they've gained in their coursework, students will also give feedback on the current materials that CareerHub has developed since beginning in Summer 2013.
EMS 1130-61 Advanced Emergency Medical Technician Jessica Cross (Howey) Whole-Class In this Community-Based Learning experience, students in the course will have the opportunity to work one-on-one with individuals with developmental disabilities in emergency simulations while also educating those individuals about what medical care can be offered during an emergency. Through this experience, Lifeworks clients be able to participate actively in a scenario and gain knowledge about emergency medical services and how they or someone they know might be treated during a medical emergency. By being able to do simulations with a different population with special needs, EMS students will gain valuable experience to broaden their competencies in transportation of patients, patient assessment, trauma management, and other medical emergencies, all of which are competencies outlined in course goals.
EMS 1130-62 Advanced Emergency Medical Technician Jessica Cross (Howey) Whole-Class In this Community-Based Learning experience, students in the course will have the opportunity to work one-on-one with individuals with developmental disabilities in emergency simulations while also educating those individuals about what medical care can be offered during an emergency. Through this experience, Lifeworks clients be able to participate actively in a scenario and gain knowledge about emergency medical services and how they or someone they know might be treated during a medical emergency. By being able to do simulations with a different population with special needs, EMS students will gain valuable experience to broaden their competencies in transportation of patients, patient assessment, trauma management, and other medical emergencies, all of which are competencies outlined in course goals.
EMS 1188-81 Advanced EMT Patient Care Experience Dave Page Whole-Class In this service-learning experience, EMS students will deliver lunchtime meals to one route of clients at Meals on Wheels. Each Wednesday, single or paired students will be responsible for the designated route, including picking up the meals at the MoW site, transporting them to clients, and then dropping off containers and delivering reports on the clients at the end of the route. Through this experience, students will be able to practice the following skills: mapping a route to residential houses/buildings, navigating through this route with the ambulance, entering residential buildings and meeting and conversing with unfamiliar clients, and doing a scan-assessment of clients and their homes and documenting this in a short report. Each of these skills will be directly transferrable to competencies needed when working as an EMT or paramedic.
EMS 1188-82 Advanced EMT Patient Care Experience Dave Page Whole-Class In this service-learning experience, EMS students will deliver lunchtime meals to one route of clients at Meals on Wheels. Each Wednesday, single or paired students will be responsible for the designated route, including picking up the meals at the MoW site, transporting them to clients, and then dropping off containers and delivering reports on the clients at the end of the route. Through this experience, students will be able to practice the following skills: mapping a route to residential houses/buildings, navigating through this route with the ambulance, entering residential buildings and meeting and conversing with unfamiliar clients, and doing a scan-assessment of clients and their homes and documenting this in a short report. Each of these skills will be directly transferrable to competencies needed when working as an EMT or paramedic.
EMS 1188-83 Advanced EMT Patient Care Experience Dave Page Whole-Class In this service-learning experience, EMS students will deliver lunchtime meals to one route of clients at Meals on Wheels. Each Wednesday, single or paired students will be responsible for the designated route, including picking up the meals at the MoW site, transporting them to clients, and then dropping off containers and delivering reports on the clients at the end of the route. Through this experience, students will be able to practice the following skills: mapping a route to residential houses/buildings, navigating through this route with the ambulance, entering residential buildings and meeting and conversing with unfamiliar clients, and doing a scan-assessment of clients and their homes and documenting this in a short report. Each of these skills will be directly transferrable to competencies needed when working as an EMT or paramedic.
EMS 1188-84 Advanced EMT Patient Care Experience Dave Page Whole-Class In this service-learning experience, EMS students will deliver lunchtime meals to one route of clients at Meals on Wheels. Each Wednesday, single or paired students will be responsible for the designated route, including picking up the meals at the MoW site, transporting them to clients, and then dropping off containers and delivering reports on the clients at the end of the route. Through this experience, students will be able to practice the following skills: mapping a route to residential houses/buildings, navigating through this route with the ambulance, entering residential buildings and meeting and conversing with unfamiliar clients, and doing a scan-assessment of clients and their homes and documenting this in a short report. Each of these skills will be directly transferrable to competencies needed when working as an EMT or paramedic.
EMS 2488-01 Paramedic Patient Care Experience 1 Dave Page Whole-Class In this Community-Based Learning experience, students in the course will have the opportunity to work one-on-one with individuals with developmental disabilities in activities offered through the Life Learner Recreation program at LifeWorks. During this experience, students will be able to observe the arrival (load/unload, dressing/undressing) of clients, assist clients and LifeWorks staff during ArtStart, and interact one-on-one with day program attendees during the lunch that follows. Through this experience, students will be able to gain experience working in an environment and with a client population with which they are not familiar (and learn about the different ways in which they need to care for and approach these clients), as well as practice the soft skills of starting conversation and of de-escalating situations – both of which are essential in their field. Through this experience, students will not only be providing additional staff-support to LifeWorks for their programming, but their presence will also provide LifeWorks clients with the opportunity to see uniformed individuals in a helping, non-threatening way and to ask any questions they might have. In addition, this experience underscores major goals of the course, which include patient assessment and the development of interpersonal skills in an actual patient care setting.
EMS 2488-02 Paramedic Patient Care Experience 1 Dave Page Whole-Class In this Community-Based Learning experience, students in the course will have the opportunity to work one-on-one with individuals with developmental disabilities in activities offered through the Life Learner Recreation program at LifeWorks. During this experience, students will be able to observe the arrival (load/unload, dressing/undressing) of clients, assist clients and LifeWorks staff during ArtStart, and interact one-on-one with day program attendees during the lunch that follows. Through this experience, students will be able to gain experience working in an environment and with a client population with which they are not familiar (and learn about the different ways in which they need to care for and approach these clients), as well as practice the soft skills of starting conversation and of de-escalating situations – both of which are essential in their field. Through this experience, students will not only be providing additional staff-support to LifeWorks for their programming, but their presence will also provide LifeWorks clients with the opportunity to see uniformed individuals in a helping, non-threatening way and to ask any questions they might have. In addition, this experience underscores major goals of the course, which include patient assessment and the development of interpersonal skills in an actual patient care setting.
EMS 2488-03 Paramedic Patient Care Experience 1 Brad Wright Whole-Class In this Community-Based Learning experience, students in the course will have the opportunity to work one-on-one with individuals with developmental disabilities in activities offered through the Life Learner Recreation program at LifeWorks. During this experience, students will be able to observe the arrival (load/unload, dressing/undressing) of clients, assist clients and LifeWorks staff during ArtStart, and interact one-on-one with day program attendees during the lunch that follows. Through this experience, students will be able to gain experience working in an environment and with a client population with which they are not familiar (and learn about the different ways in which they need to care for and approach these clients), as well as practice the soft skills of starting conversation and of de-escalating situations – both of which are essential in their field. Through this experience, students will not only be providing additional staff-support to LifeWorks for their programming, but their presence will also provide LifeWorks clients with the opportunity to see uniformed individuals in a helping, non-threatening way and to ask any questions they might have. In addition, this experience underscores major goals of the course, which include patient assessment and the development of interpersonal skills in an actual patient care setting.
ENG 0099-04 Introduction to Academic Writing Mary Thompson Whole-Class In this Community-Based Learning experience, IHCC students will work with 4th graders at Garlough Environmental Magnet School, teaching those students about paragraph writing. The college students will, based off of a descriptive paragraph assignment they do in class around the Community Garden on campus, create a descriptive paragraph assignment for the 4th graders (as well as a rubric) that gets them to write descriptively about garden they have at their school.  IHCC students will then meet with the GEMS students three times over the course of the semester, working in small groups with the 4th graders to teach them about paragraph writing. During these meetings, students will introduce them to the paragraph assignment, teach them to identify and create topic sentences and supporting sentences for their descriptive paragraphs, and revise their paragraph to final draft form. By teaching paragraph form and structure to the 4th graders, IHCC students will be able to reinforce concepts (such as topic sentences, supporting sentences, transitions, conclusions, and grammar – all of which connect to the learning outcomes for the course) to themselves.
ENG 0099-07 Introduction to Academic Writing Mary Thompson Whole-Class In this Community-Based Learning experience, IHCC students will work with 4th graders at Garlough Environmental Magnet School, teaching those students about paragraph writing. The college students will, based off of a descriptive paragraph assignment they do in class around the Community Garden on campus, create a descriptive paragraph assignment for the 4th graders (as well as a rubric) that gets them to write descriptively about garden they have at their school.  IHCC students will then meet with the GEMS students three times over the course of the semester, working in small groups with the 4th graders to teach them about paragraph writing. During these meetings, students will introduce them to the paragraph assignment, teach them to identify and create topic sentences and supporting sentences for their descriptive paragraphs, and revise their paragraph to final draft form. By teaching paragraph form and structure to the 4th graders, IHCC students will be able to reinforce concepts (such as topic sentences, supporting sentences, transitions, conclusions, and grammar – all of which connect to the learning outcomes for the course) to themselves.
ENG 1108-03 LCOM: Show Me the Money: Writing about Economics Dave Higgins Whole-Class In this Community-Based Learning experience, students will combine economic concepts with research techniques and presentation and professionalism skills to create and convene mini-simulations of economic theories for Inver Grove Heights Middle School students. Based on material covered in Economics (which include supply and demand, comparative advantage and trade, increasing marginal opportunity, cost, sunk cost, public goods, and externalities), students will form small groups in their English course and research and organize presentations (specifically, interactive mini-simulations) around the Economic topic and how it has been a factor both historically and in the present-day. Concurrently, they will work with their On-Course instructor on professionalism and presentation skills that will be useful when carrying out the presentation. Students will then go to IGHMS and do the mini-simulations presentations for IGHMS students. This project directly connects to content covered in each subject area within the LCOM and will assist in reinforcing learning goals. In addition, this will provide a different kind of interactive learning environment for IGHMS students while also teaching them economic principles – and, more specifically, how the economic principles are another way to connect historical events and present-day events, making history all the more relevant to students’ life experience.
ENG 1108-06 Writing and Research Skills Wanda Synstelien Whole-Class In this Community-Based Learning experience, students will collaborate with the director of Building Blocks Tutorial in order to set up a social media presence for the not-for-profit that can be used to engage present volunteers, attract future volunteers, and show current and potential funders what Building Blocks is doing. Students will form small groups and develop a social media tool (Facebook page, Tumblr blog, etc.) with content that they create after talking with Building Blocks, going on-site to observe activities, etc. The class will also help to update the “Give to the Max Day” project page for Building Blocks to attract more donors. This experience will require them to report, synthesize, and draw conclusions from their research and observations; develop written content; and correctly identify and appeal to audience – all of which are directly related to the goals of the course. In addition, students will relate how this experience connects to their profession in the future as a student, a professional, and a member of the digital community.
ENG 1108-12 Writing and Research Skills Wanda Synstelien Whole-Class In this Community-Based Learning experience, students will collaborate with the director of Building Blocks Tutorial in order to set up a social media presence for the not-for-profit that can be used to engage present volunteers, attract future volunteers, and show current and potential funders what Building Blocks is doing. Students will form small groups and develop a social media tool (Facebook page, Tumblr blog, etc.) with content that they create after talking with Building Blocks, going on-site to observe activities, etc. The class will also help to update the “Give to the Max Day” project page for Building Blocks to attract more donors. This experience will require them to report, synthesize, and draw conclusions from their research and observations; develop written content; and correctly identify and appeal to audience – all of which are directly related to the goals of the course. In addition, students will relate how this experience connects to their profession in the future as a student, a professional, and a member of the digital community.
ENG 1108-18 Writing and Research Skills Dave Page Whole-Class Students will work to annotate letters from a Union soldier from New York during the Civil War. This involves delving into the research process that connects with the course goals, as it requires students to use library resources and understand citation as well as annotations and footnotes. Upon completion of all of the letters (which will continue over several semesters), the letters annotations will be contributed to the archive at the U of Iowa, benefitting the greater academic and historically-minded community. Some students will also be working on a presentation about Fitzgerald, a non-profit in St. Paul whose goal is to start a Fitzgerald museum. Students will be creating an electronic presentation about Richard McDermott (who funded the seed money for the nonprofit) and the nonprofit organization itself. This presentation will then be used at the International Fitzgerald Society conference in November 2013 at which Fitzgerald hopes to gain further support for its mission.
ENG 1108-22 Writing and Research Skills Dave Page Whole-Class Students will work to annotate letters from a Union soldier from New York during the Civil War. This involves delving into the research process that connects with the course goals, as it requires students to use library resources and understand citation as well as annotations and footnotes. Upon completion of all of the letters (which will continue over several semesters), the letters annotations will be contributed to the archive at the U of Iowa, benefitting the greater academic and historically-minded community. Some students will also be working on a presentation about Fitzgerald, a non-profit in St. Paul whose goal is to start a Fitzgerald museum. Students will be creating an electronic presentation about Richard McDermott (who funded the seed money for the nonprofit) and the nonprofit organization itself. This presentation will then be used at the International Fitzgerald Society conference in November 2013 at which Fitzgerald hopes to gain further support for its mission.
ENG 1108-91 Writing and Research Skills Dave Page Whole-Class Students will work to annotate letters from a Union soldier from New York during the Civil War. This involves delving into the research process that connects with the course goals, as it requires students to use library resources and understand citation as well as annotations and footnotes. Upon completion of all of the letters (which will continue over several semesters), the letters annotations will be contributed to the archive at the U of Iowa, benefitting the greater academic and historically-minded community. Some students will also be working on a presentation about Fitzgerald, a non-profit in St. Paul whose goal is to start a Fitzgerald museum. Students will be creating an electronic presentation about Richard McDermott (who funded the seed money for the nonprofit) and the nonprofit organization itself. This presentation will then be used at the International Fitzgerald Society conference in November 2013 at which Fitzgerald hopes to gain further support for its mission.
ENG 1111-01 Research Writing in the Disciplines Brandy Opse Whole-Class Students will read the book Nickeled and Dimed and then do 10 hours of service at an agency that provides services for those who are underserved and/or underrepresented. This experience ties directly into the overall theme for the course, and their service work at the organizations is used in papers and presentations in the class.
ENG 1111-02 Research Writing in the Disciplines Brandy Opse Whole-Class Students will read the book Nickeled and Dimed and then do 10 hours of service at an agency that provides services for those who are underserved and/or underrepresented. This experience ties directly into the overall theme for the course, and their service work at the organizations is used in papers and presentations in the class.
ENG 1111-03 Research Writing in the Disciplines Brandy Opse Whole-Class Students will read the book Nickeled and Dimed and then do 10 hours of service at an agency that provides services for those who are underserved and/or underrepresented. This experience ties directly into the overall theme for the course, and their service work at the organizations is used in papers and presentations in the class.
ENG 1111-91 Research Writing in the Disciplines Brandy Opse Whole-Class Students will read the book Nickeled and Dimed and then do 10 hours of service at an agency that provides services for those who are underserved and/or underrepresented. This experience ties directly into the overall theme for the course, and their service work at the organizations is used in papers and presentations in the class.
ENGR 2024 Mechanics and Materials Anand Vyas Optional  In this Community-Based Learning experience, IHCC engineering students will present engineering projects that they designed, built, and analyzed to Johnson High School Project Lead the Way students to engage them in more advanced engineering work. These presentations will include information on the project that they did, how they came up with the idea, and the mechanics and materials properties that were involved, and the lessons they learned from their experience. These presentations will be interactive and tie into concepts talked about in the Intro to Engineering, Principles of Engineering, and Aerospace Engineering coursework done in the Project Lead the Way curriculum, which will enhance the learning of Johnson High School students. In addition, these presentations will give IHCC students an opportunity to reinforce concepts they learned in class and through their projects, and also practice presenting to lay audiences, adjusting vocabulary and concepts to make them accessible to a broader set of stakeholders – a skill all engineers will need later in their careers.
GEOL 1101-02 Physical Geology Erica Wood Optional  In this Community-Based Learning experience, Inver Hills students will use a groundwater sand tank model to teach 4th graders about the water table, climate changes, aquifers and aquitards, and how pollution affects the water supply. After learning about this material (and using the groundwater sand tank model) in class, Geology students will come up with activities related to the model and concepts the model illustrates. When at Garlough Environmental Magnet School, the Geology students will lead small groups of 4th graders through this set of activities so that each small group has time in front of the groundwater sand tank model and can delve more deeply into the concepts it covers. This Community-Based Learning experience will assist Garlough Environmental Magnet School in furthering their students education (and excitement!) about the environment; in addition, it gives Geology students a way to reinforce the concepts they are learning in class by teaching the material to the younger students. This experience reinforces the concepts covered in Physical Geology, which include the study of properties and processes that shape and alter the earth as well as the study of nature and character of materials composing the earth.
HLTH 1105-99 Sleeps, Eats, and Exercises Christine Petrich Optional  In this optional Community-Based Learning experience, students will have the opportunity to develop a fun and nutritious recipe for kids, and then use this recipe in a cooking demonstration and lesson for kids in the afterschool program at Emma’s Place. After covering basic concepts about nutrition in course material and reflecting on their own eating habits, students will find – and cook – a recipe that aligns with nutritional goals for children (and adults). Students will then create a cooking lesson for kids that shows how easy and fun healthy cooking can be – and how delicious the food is as a result. IHCC students will then go on-site to Emma’s Place and teach and cook with the children there. Not only does this project reinforce the aforementioned course goals, but it also provides the afterschool program with new teaching modules and the kids with a fun introduction to (or reinforcement of) healthy eating habits.
HSER 1100-01 Introduction to Human Services Tom Reis Whole-Class In this Community-Based Learning experience, students will work with various social services agencies for a minimum of 15 hours to gain exposure to how a social services agency works and what working for a social services agency and its clientele feels like. This experience broadens students’ education, getting them off campus and exposed to real-world settings and people. This experience reinforces the course concepts, which center on providing an introduction to human services, worker roles, and current career trends in the field. In addition to achieving these learning goals, this service experience also provides the community partner with additional support to enhance service to their clientele.
HSER 1100-91 Introduction to Human Services Cheryl Redinger Whole-Class In this Community-Based Learning experience, students will work with various social services agencies for a minimum of 15 hours to gain exposure to how a social services agency works and what working for a social services agency and its clientele feels like. This experience broadens students’ education, getting them off campus and exposed to real-world settings and people. This experience reinforces the course concepts, which center on providing an introduction to human services, worker roles, and current career trends in the field. In addition to achieving these learning goals, this service experience also provides the community partner with additional support to enhance service to their clientele.
HSER 1104-01 Multicultural Awareness in the Helping Profession Tom Reis Whole-Class In this Community-Based Learning experience, students will work with various social services agencies for a minimum of 15 hours to gain exposure to cultures with which they are not familiar. Because the United States’ population is becoming more and more diverse, it is important that future Humans Services workers to gain exposure to and interact with people from a variety of ethnicities and/or cultures. This experience broadens students’ education, getting them off campus to expose them to real-world settings and have them interact with a diverse set of clients which the agencies serve. This experience reinforces the course concepts, which center on enhancing the knowledge and skills students need to work effectively with culturally diverse populations in the human services field as well as exploring their own and others’ cultural identities, values, attitudes, and behaviors. In addition to achieving these learning goals, this service experience also provides the community partner with additional support to enhance service to their clientele.
INTS 1001-06 LCOM: Show Me the Money: Writing about Economics Milissa Throen Whole-Class In this Community-Based Learning experience, students will combine economic concepts with research techniques and presentation and professionalism skills to create and convene mini-simulations of economic theories for Inver Grove Heights Middle School students. Based on material covered in Economics (which include supply and demand, comparative advantage and trade, increasing marginal opportunity, cost, sunk cost, public goods, and externalities), students will form small groups in their English course and research and organize presentations (specifically, interactive mini-simulations) around the Economic topic and how it has been a factor both historically and in the present-day. Concurrently, they will work with their On-Course instructor on professionalism and presentation skills that will be useful when carrying out the presentation. Students will then go to IGHMS and do the mini-simulations presentations for IGHMS students. This project directly connects to content covered in each subject area within the LCOM and will assist in reinforcing learning goals. In addition, this will provide a different kind of interactive learning environment for IGHMS students while also teaching them economic principles – and, more specifically, how the economic principles are another way to connect historical events and present-day events, making history all the more relevant to students’ life experience.
LCOM 0001-17 LCOM: Show Me the Money: Writing about Economics Higgins, Troen, Norgard Whole-Class In this Community-Based Learning experience, students will combine economic concepts with research techniques and presentation and professionalism skills to create and convene mini-simulations of economic theories for Inver Grove Heights Middle School students. Based on material covered in Economics (which include supply and demand, comparative advantage and trade, increasing marginal opportunity, cost, sunk cost, public goods, and externalities), students will form small groups in their English course and research and organize presentations (specifically, interactive mini-simulations) around the Economic topic and how it has been a factor both historically and in the present-day. Concurrently, they will work with their On-Course instructor on professionalism and presentation skills that will be useful when carrying out the presentation. Students will then go to IGHMS and do the mini-simulations presentations for IGHMS students. This project directly connects to content covered in each subject area within the LCOM and will assist in reinforcing learning goals. In addition, this will provide a different kind of interactive learning environment for IGHMS students while also teaching them economic principles – and, more specifically, how the economic principles are another way to connect historical events and present-day events, making history all the more relevant to students’ life experience.
MATH 0840-02 Introductory Algebra Anita Schneider Whole-Class In this Community-Based Learning experience, students in Intermediate Algebra will create math games for elementary school students to engage them with math concepts. After covering integers, decimals, exponents, fractions, multiplication/division of fractions, and other concepts in the first chapter of their text, students will work together in small groups, using the material they learned to create fun, interactive math games that cover those concepts. These games will then be used as the basis for a Parent Involvement Night at Garlough Environmental Magnet School, where Intermediate Algebra students will teach the elementary school students and their parents how to play these games – and have fun with math! This activity increases the outreach capacity at GEMS, gives elementary school students a fun way to experience math, and allows IHCC students to review and master important foundational material in the course.
MATH 0840-07 Introductory Algebra Anita Schneider Whole-Class In this Community-Based Learning experience, students in Intermediate Algebra will create math games for elementary school students to engage them with math concepts. After covering integers, decimals, exponents, fractions, multiplication/division of fractions, and other concepts in the first chapter of their text, students will work together in small groups, using the material they learned to create fun, interactive math games that cover those concepts. These games will then be used as the basis for a Parent Involvement Night at Garlough Environmental Magnet School, where Intermediate Algebra students will teach the elementary school students and their parents how to play these games – and have fun with math! This activity increases the outreach capacity at GEMS, gives elementary school students a fun way to experience math, and allows IHCC students to review and master important foundational material in the course.
MATH 0840-91 Introductory Algebra Anita Schneider Whole-Class In this Community-Based Learning experience, students in Intermediate Algebra will create math games for elementary school students to engage them with math concepts. After covering integers, decimals, exponents, fractions, multiplication/division of fractions, and other concepts in the first chapter of their text, students will work together in small groups, using the material they learned to create fun, interactive math games that cover those concepts. These games will then be used as the basis for a Parent Involvement Night at Garlough Environmental Magnet School, where Intermediate Algebra students will teach the elementary school students and their parents how to play these games – and have fun with math! This activity increases the outreach capacity at GEMS, gives elementary school students a fun way to experience math, and allows IHCC students to review and master important foundational material in the course.
MATH 1103-01 Introduction to Statistics Mike Marzinske Whole-Class In this project, students will work with the Salvation Army to collect, summarize, and analyze data about the people coming to their food program. In order to secure federal and state funding, the Salvation Army must collect survey data several times a year about the demographic profile of the people who come to eat breakfast, lunch, and dinner at the Salvation Army’s three food sites in the Twin Cities. Students in this class will help to increase the capacity of the Salvation Army staff by taking over the survey data collection and analysis so that the staff are able to see to other responsibilities. Students will go on-site to one of three Salvation Army locations for breakfast, lunch or dinner and then collect the demographic profile/survey data about each guest before he/she goes in to the meal. Afterward, students will provide a summary of the data to the Salvation Army, and then later will also provide a data analysis. When presenting the data to the Salvation Army, students will also provide suggestions for improvement on the survey (redesign), the way data is captured (surveying process) or another aspect of the survey collection, based on their experiences and the material covered in class. This project underscores the content in the class, which includes sampling techniques and summarizing and analyzing data and enables students to see the real-world applications of the material they are learning in class.
MATH 1103-33 Introduction to Statistics(Honors) Mike Marzinske Whole-Class In this project, students will work with the Salvation Army to collect, summarize, and analyze data about the people coming to their food program. In order to secure federal and state funding, the Salvation Army must collect survey data several times a year about the demographic profile of the people who come to eat breakfast, lunch, and dinner at the Salvation Army’s three food sites in the Twin Cities. Students in this class will help to increase the capacity of the Salvation Army staff by taking over the survey data collection and analysis so that the staff are able to see to other responsibilities. Students will go on-site to one of three Salvation Army locations for breakfast, lunch or dinner and then collect the demographic profile/survey data about each guest before he/she goes in to the meal. Afterward, students will provide a summary of the data to the Salvation Army, and then later will also provide a data analysis. When presenting the data to the Salvation Army, students will also provide suggestions for improvement on the survey (redesign), the way data is captured (surveying process) or another aspect of the survey collection, based on their experiences and the material covered in class. This project underscores the content in the class, which includes sampling techniques and summarizing and analyzing data and enables students to see the real-world applications of the material they are learning in class.
MATH 1118 -91 College Algebra I Jim Leslie   TBD
MUSC 1105-01 IHCC Choir Stan Rothrock Whole-Class Students in this course will perform for PEO, a women's education group, as part of a fundraising event for the IHCC Fopundation. As this event provides students with a vocal performance experience for which they will have to prepare by working on harmonies, melodies, reading music, and performing as an ensemble, it ties directly into the course goals. Also, from this experience, students will be able to appreciate more fully how music – and their performances – can impact others.
MUSC 2105-01 IHCC Choir Stan Rothrock Whole-Class Students in this course will perform for PEO, a women's education group, as part of a fundraising event for the IHCC Fopundation. As this event provides students with a vocal performance experience for which they will have to prepare by working on harmonies, melodies, reading music, and performing as an ensemble, it ties directly into the course goals. Also, from this experience, students will be able to appreciate more fully how music – and their performances – can impact others.
NURS 1025-01 Clinical Application for NURS 1020 Kim Kvale Whole-Class Students will work with Southview Acres Center to assist in designing an on-site Sensory Room on an identified SVACC memory care unit. During this experience students will also provide one-on-one therapeutic interventions to Alzheimer’s patients identified by staff. The facility has created a designated Sensory Room and wishes to further develop it into a therapeutic locale where identified agitated patients can retreat to restore a sense of calm. Students will staff the Sensory Room for 1-1 ½ -hour periods of time, providing a variety of identified interventions including but not limited to music therapy, aroma therapy, hand or foot massage, deep-breathing exercises, art therapy and presence. Patient responses to interventions will be documented by the student at the end of each session. Students will also incorporate therapies into the room by using the research that they will do for the course, which has the goal of familiarizing students with medical research. In addition, Student involvement in the Sensory Room Project will meet the required Minnesota Board of Nursing Competencies and NURS 1025 Learning Outcomes which include developing therapeutic communications skills, understanding professional boundaries, and tracking trends in health and research.
NURS 1035-81 Clinical Application for NURS 1030 Anne Elliot Whole-Class Students in this semester work in small groups of 2-3 students to develop a presentation/teaching on a healthcare topic for children at a Head Start location in St. Paul. They begin their experience by receiving a presentation from a nurse at Head Start who introduces them to the population they will serve. Afterward, they research into these cultures and reflect on how this will impact their teaching plan. Next, students visit the Head Start site and interview the nurse to gain further understanding about the role of the registered nurse. Finally, students develop and execute a teaching plan to provide preschool children with a positive learning experience. By participating in this Community-Based Learning project, students meet the following N1035 Course Outcomes: #5: Apply principles of human growth and development while planning, implementing and evaluating care (teaching) across the life span for patients with chronic, terminal, and/or (potential) infectious health alterations; #11: Prepare and implement an individualized teaching plan for children based on health promotion needs assessed during community Community-Based learning; and #13: Provide evidence-based, culturally competent, contemporary nursing care (teaching) to patients with chronic, terminal, and/or (potential) infectious health alterations. It also meets the following Minnesota Nursing Board Ability: 6301.1800 Psychosocial Nursing Care, Subpart 5K:  Provide for a patient’s need to know by giving, translating or transmitting information.
NURS 2035-81 Clinical Application for Nursing 2030 Melinda Key Whole-Class In this Community-Based Learning experience, Nursing students provide 10 hours of health screenings for area schools and community organizations. Partners for these screenings include elementary and middle schools, which do hearing and vision screenings for students each fall, as well as community organizations that provide blood pressure checks for adults. Not only does this provide individuals with valuable information about their health and well-being and provide under-resourced schools with needed assistance to do hearing and vision screenings, but it also helps students fulfill a MN board competency: providing health screenings (blood pressure, hearing/vision) as well as counsel/referrals when needed. In addition, students gain exposure to career opportunities in community health.
NURS 2055-81 Clinical Application for NURS 2050 Barbara Hansmeier Whole-Class In this, the last of Nursing students’ Community-Based Learning experiences, students work with an underserved population to enhance their therapeutic communication skills. Students will have the opportunity to serve and work with clients at one of three sites: The Family Place (a homeless shelter for children and parents) and The Salvation Army (a site that provides meals and services for the homeless and others in need). Students will begin by serving at each site to learn more about the population served, and will then provide a service centered around the needs of the population. This can include an Erickson’s childhood development assessment for children at The Family Place (the results of which are then shared with parents) and a foot clinic at Salvation Army. This will provide parents with valuable information about their children’s development, which can help parents become familiar with developmentally appropriate expectations and decrease the risk of unintentional child abuse and provide the homeless with a way to alleviate foot issues. In addition to providing students with an opportunity to practice the nursing skills of therapeutic communication and clinical practice, this experience allows students to incorporate knowledge of the economic, social, and political dynamics of healthcare delivery across the lifespan; assess healthcare needs of under-served individuals; and assess the diverse needs and values of different cultural or ethnic groups in the community.
NURS 2135-81 Clinical Application for Nursing 2130 Melinda Key Whole-Class In this Community-Based Learning experience, Nursing students provide 10 hours of health screenings for area schools and community organizations. Partners for these screenings include elementary and middle schools, which do hearing and vision screenings for students each fall, as well as community organizations that provide blood pressure checks for adults. Not only does this provide individuals with valuable information about their health and well-being and provide under-resourced schools with needed assistance to do hearing and vision screenings, but it also helps students fulfill a MN board competency: providing health screenings (blood pressure, hearing/vision) as well as counsel/referrals when needed. In addition, students gain exposure to career opportunities in community health.
 NURS 2155-81  Clinical Application for NURS 2150  Barbara Hansmeier  Whole-Class  In this, the last of Nursing students’ Community-Based Learning experiences, students work with an underserved population to enhance their therapeutic communication skills. Students will have the opportunity to serve and work with clients at one of three sites: The Family Place (a homeless shelter for children and parents) and The Salvation Army (a site that provides meals and services for the homeless and others in need). Students will begin by serving at each site to learn more about the population served, and will then provide a service centered around the needs of the population. This can include an Erickson’s childhood development assessment for children at The Family Place (the results of which are then shared with parents) and a foot clinic at Salvation Army. This will provide parents with valuable information about their children’s development, which can help parents become familiar with developmentally appropriate expectations and decrease the risk of unintentional child abuse and provide the homeless with a way to alleviate foot issues. In addition to providing students with an opportunity to practice the nursing skills of therapeutic communication and clinical practice, this experience allows students to incorporate knowledge of the economic, social, and political dynamics of healthcare delivery across the lifespan; assess healthcare needs of under-served individuals; and assess the diverse needs and values of different cultural or ethnic groups in the community.
 PHED 1100-01 Introduction to Physical Education   Kathy DeDyen  Optional   In this course, students will have the opportunity to work with Physical Education professionals at different agencies/schools in order to gain experience in the field while also providing additional help to the professional as he/she works with clients or younger students. Students participating in this opportunity will spend at least one hour each week on-site at the school or agency learning how to work with the specific population being served and also helping facilitate the physical education instruction or activity. Because they will be assisting on-site and gaining experience in a particular career pathway, this experience allows students to meet the following course goals: (1) begin to develop a professional philosophy and (2) begin the process of career exploration and planning.
 PHED 1110-01  Conditioning  Christine Petrich  Optional   In this optional Community-Based Learning experience, students will have the opportunity to develop and participate in the implementation of occupational therapy activities for clients in the Wilder Community Center for Aging Adult Day Program. After participating in a simulation exercise that helps students better understand the abilities of program participants and learning specific information about muscle and body function (as well as appropriate physical activities for older adults), students in this course will create activities that occupational therapists could use with the clients at WCCA. After the occupational therapists review these activities, IHCC students will go to WCCA and participate in an on-site service experience during which one of the activities they developed will be used to engage day program attendees in developmentally appropriate and meaningful ways. This experience helps to reinforce course goals, which include the promotion of physical fitness through strength/toning exercises as well as discussion topics such as fitness components and principles and muscle identification. In addition, it provides a service to WCCA, as students will bring new, creative ideas to the occupational therapy team and also work directly with the clients themselves. 
 POLS 1101-01  Introduction to Political Science  Zack Sullivan  Optional   In this course, students have the opportunity to choose to deepen their engagement in course material by choosing to participate in a Community-Based Learning experience centered around Civic Engagement. Students may participate in the electoral process as election officials, serve in the student senate, take an active role in a political organization, serve at a community agency/not for profit, and/or advocate with an organization/not for profit to support the work they do and legislative issues around this. Emphases in course material include political behavior and relevant social science theory – the learning goals of which would be augmented by the above experiences. In addition, the community and any community partner organizations benefit from having engaged citizens who are serving the community in various capacities. 
 POLS 1101-33  Introduction to Political Science  Zack Sullivan  Optional   In this course, students have the opportunity to choose to deepen their engagement in course material by choosing to participate in a Community-Based Learning experience centered around Civic Engagement. Students may participate in the electoral process as election officials, serve in the student senate, take an active role in a political organization, serve at a community agency/not for profit, and/or advocate with an organization/not for profit to support the work they do and legislative issues around this. Emphases in course material include political behavior and relevant social science theory – the learning goals of which would be augmented by the above experiences. In addition, the community and any community partner organizations benefit from having engaged citizens who are serving the community in various capacities. 
 POLS 1101-99  Introduction to Political Science  Zack Sullivan  Optional   In this course, students have the opportunity to choose to deepen their engagement in course material by choosing to participate in a Community-Based Learning experience centered around Civic Engagement. Students may participate in the electoral process as election officials, serve in the student senate, take an active role in a political organization, serve at a community agency/not for profit, and/or advocate with an organization/not for profit to support the work they do and legislative issues around this. Emphases in course material include political behavior and relevant social science theory – the learning goals of which would be augmented by the above experiences. In addition, the community and any community partner organizations benefit from having engaged citizens who are serving the community in various capacities. 
 POLS 1111-01  American Government  Zack Sullivan  Optional   In this course, students have the opportunity to choose to deepen their engagement in course material by choosing to participate in a Community-Based Learning experience centered around Civic Engagement. Students may participate in the electoral process as election officials, serve in the student senate, take an active role in a political organization, serve at a community agency/not for profit, and/or advocate with an organization/not for profit to support the work they do and legislative issues around this. Emphases in course material include the study of processes and polices of U.S. national government, political partices, campaigns and elections, public opinion, interest groups, media coverage and current political issues – the learning goals of which align and would be augmented by the above experiences. In addition, the community and any community partner organizations benefit from having engaged citizens who are serving the community in various capacities. 
 POLS 1111-99 American Government Zack Sullivan  Optional  In this course, students have the opportunity to choose to deepen their engagement in course material by choosing to participate in a Community-Based Learning experience centered around Civic Engagement. Students may participate in the electoral process as election officials, serve in the student senate, take an active role in a political organization, serve at a community agency/not for profit, and/or advocate with an organization/not for profit to support the work they do and legislative issues around this. Emphases in course material include the study of processes and polices of U.S. national government, political partices, campaigns and elections, public opinion, interest groups, media coverage and current political issues – the learning goals of which align and would be augmented by the above experiences. In addition, the community and any community partner organizations benefit from having engaged citizens who are serving the community in various capacities. 
 PSYC 1101-05  General Psychology  Connie Manos-Andrea  Whole-Class  For this Community-Based Learning experience, students will spend time contributing to the community garden and apple orchard in order to meet one of the primary course goals: to describe various influences which affect human behavior and the relevance of those influences to one’s own life. While working in the community garden with other members of the community, students will also take note of others’ behaviors and their own. Afterward, students will reflect on their experience, writing a description of the observed human behaviors (including their own) and applying some aspect of the research and theory they are studying to their work in the community garden. Their work in the garden will not only reinforce course concepts, but will also meet a community need, as the works students do will directly impact the donations that will be received by Eagan Resource Center and other local food shelves.
 PSYC 1101-06  General Psychology  Connie Manos-Andrea  Whole-Class  For this Community-Based Learning experience, students will spend time contributing to the community garden and apple orchard in order to meet one of the primary course goals: to describe various influences which affect human behavior and the relevance of those influences to one’s own life. While working in the community garden with other members of the community, students will also take note of others’ behaviors and their own. Afterward, students will reflect on their experience, writing a description of the observed human behaviors (including their own) and applying some aspect of the research and theory they are studying to their work in the community garden. Their work in the garden will not only reinforce course concepts, but will also meet a community need, as the works students do will directly impact the donations that will be received by Eagan Resource Center and other local food shelves.
 PSYC 1101-07  General Psychology  Connie Manos-Andrea  Whole-Class  For this Community-Based Learning experience, students will spend time contributing to the community garden and apple orchard in order to meet one of the primary course goals: to describe various influences which affect human behavior and the relevance of those influences to one’s own life. While working in the community garden with other members of the community, students will also take note of others’ behaviors and their own. Afterward, students will reflect on their experience, writing a description of the observed human behaviors (including their own) and applying some aspect of the research and theory they are studying to their work in the community garden. Their work in the garden will not only reinforce course concepts, but will also meet a community need, as the works students do will directly impact the donations that will be received by Eagan Resource Center and other local food shelves.
 PSYC 1101-08  General Psychology Connie Manos-Andrea   Whole-Class  For this Community-Based Learning experience, students will spend time contributing to the community garden and apple orchard in order to meet one of the primary course goals: to describe various influences which affect human behavior and the relevance of those influences to one’s own life. While working in the community garden with other members of the community, students will also take note of others’ behaviors and their own. Afterward, students will reflect on their experience, writing a description of the observed human behaviors (including their own) and applying some aspect of the research and theory they are studying to their work in the community garden. Their work in the garden will not only reinforce course concepts, but will also meet a community need, as the works students do will directly impact the donations that will be received by Eagan Resource Center and other local food shelves.
 PSYC 1101-09  General Psychology  Jan Ochman  Optional   For this Community-Based Learning experience, students will work with one of a variety of community sites who serve underrepresented and disadvantaged youth and adults. Not only will students be positively impacting their communities, but through their service, students will also be able to see beyond the statistics in their books and start to build understanding and sensitivity toward people who are in those situations. In addition, course concepts such as perception, personality, attitudes and social influence will become more tangible, and students will be confronted with self-examination of their previously held perceptions and attitudes and how those attitudes have been shaped by social influence.
 PSYC 1101-10  General Psychology  Jan Ochman  Optional   For this Community-Based Learning experience, students will work with one of a variety of community sites who serve underrepresented and disadvantaged youth and adults. Not only will students be positively impacting their communities, but through their service, students will also be able to see beyond the statistics in their books and start to build understanding and sensitivity toward people who are in those situations. In addition, course concepts such as perception, personality, attitudes and social influence will become more tangible, and students will be confronted with self-examination of their previously held perceptions and attitudes and how those attitudes have been shaped by social influence.
PSYC 1101-91 General Psychology Jan Ochman Optional For this Community-Based Learning experience, students will work with one of a variety of community sites who serve underrepresented and disadvantaged youth and adults. Not only will students be positively impacting their communities, but through their service, students will also be able to see beyond the statistics in their books and start to build understanding and sensitivity toward people who are in those situations. In addition, course concepts such as perception, personality, attitudes and social influence will become more tangible, and students will be confronted with self-examination of their previously held perceptions and attitudes and how those attitudes have been shaped by social influence.
PSYC 1210-01 Lifespan Psychology Jan Ochman Optional  Students in this course will gain experience working with an age group different than their own (this could be youth, seniors, middle-aged, etc.); the task that they would do is secondary to the interactions they would have with people – that will be the substance of their reflections and discussions around this assignment. The time commitment is training plus 15 hours of service for an organization (students can do additional hours at the organization for extra credit) and they must complete this over the span of the semester. Through these direct interactions, students will be able to ground themselves in the theories they are learning in the textbook by interacting with people in real-life settings.
PSYC 1210-98 Lifespan Psychology Barb Curchack Optional  Students in this course will gain experience working with an age group different than their own (this could be youth, seniors, middle-aged, etc.); the task that they would do is secondary to the interactions they would have with people – that will be the substance of their reflections and discussions around this assignment. The time commitment is training plus 15 hours of service for an organization (students can do additional hours at the organization for extra credit) and they must complete this over the span of the semester. Through these direct interactions, students will be able to ground themselves in the theories they are learning in the textbook by interacting with people in real-life settings.
PSYC 1210-99 Lifespan Psychology Barb Curchack Optional  Students in this course will gain experience working with an age group different than their own (this could be youth, seniors, middle-aged, etc.); the task that they would do is secondary to the interactions they would have with people – that will be the substance of their reflections and discussions around this assignment. The time commitment is training plus 15 hours of service for an organization (students can do additional hours at the organization for extra credit) and they must complete this over the span of the semester. Through these direct interactions, students will be able to ground themselves in the theories they are learning in the textbook by interacting with people in real-life settings.
PSYC 1230-91 Psychology of Death, Dying, and Loss Connie Manos-Andrea Optional  For this SL experience, students will be paired with individual seniors (in either assisted or independent living) who experienced loss and would like to speak with someone. The students will not be responsible in any way to counsel these seniors, but instead they would be there to listen to the senior’s stories and show support/empathy and share the highs and lows of their weeks. The goal of the project is to develop a relationship and give the senior someone to whom they could talk and feel a connection. As part of this experience, students will receive training in empathetic listening to help ensure that students are equipped for this type of communication. For students, this experience will offer them first-hand insight into the grieving process, which will help them to confront and explore personal attitudes and feelings surrounding death, dying and loss – one of the main goals of the course.
PSYC 1230-99 Psychology of Death, Dying, and Loss Connie Manos-Andrea Optional  For this SL experience, students will be paired with individual seniors (in either assisted or independent living) who experienced loss and would like to speak with someone. The students will not be responsible in any way to counsel these seniors, but instead they would be there to listen to the senior’s stories and show support/empathy and share the highs and lows of their weeks. The goal of the project is to develop a relationship and give the senior someone to whom they could talk and feel a connection. As part of this experience, students will receive training in empathetic listening to help ensure that students are equipped for this type of communication. For students, this experience will offer them first-hand insight into the grieving process, which will help them to confront and explore personal attitudes and feelings surrounding death, dying and loss – one of the main goals of the course.
READ 0093-03 Reading College Texts Patrick Chaussee Whole-Class In this Community-Based Learning experience, IHCC students will work with elementary school students at Red Pine Elementary School, teaching those students about paragraph reading. The college students will meet with the Red Pine students three times over the course of the semester, working in small groups with the 5th graders to teach them about good paragraph reading. During these meetings, students will introduce them to good reading techniques and work on skills like identifying topic sentences and supporting sentences, as well as determining whether a piece of information is a fact or inference. By teaching paragraph form and structure to the elementary school students, IHCC students will be able to reinforce concepts (such as topic sentences, supporting sentences, and fact/inference – all of which connect to the learning outcomes for the course) to themselves.
READ 0093-91 Reading College Texts Patrick Chaussee Whole-Class In this Community-Based Learning experience, students will be partnered with English Language Learners at the Minnesota Literacy Council to help those students with paragraph structure so they can craft short essays on their own immigrant experiences for Journeys, MLC’s literary journal. Working together in partner groups, the IHCC students will assist as MLC students work through passages written from recent immigrants and break down the main ideas, supporting sentences/details, and other features of that work. Using these passages as a model, students will then work in small groups with ELL students from MLC to help them to write their own immigrant experiences. These will then be submitted to Journeys, MLC’s literary journal for immigrant stories publication.
SOC 1100-03 Introduction to Sociology Judy Morgan Whole-Class In this Community-Based Learning experience, students will have the option to serve at three different sites – the Community Garden at IHCC, Loaves and Fishes in Bloomington, and the Salvation Army – in order to gain real-world experience with the sociological concepts they are covering in class. Students will commit to working a minimum of ten hours at one of the sites and reflect on how their experiences have helped them to understand and find concrete examples for how basic sociological concepts and perspectives related to American government, family, education, religion, and the economy are at work.
SOC 1100-33 Introduction to Sociology Judy Morgan Optional  In this Community-Based Learning experience, students will have the option to serve at three different sites – the Community Garden at IHCC, Loaves and Fishes in Bloomington, and the Salvation Army – in order to gain real-world experience with the sociological concepts they are covering in class. Students will commit to working a minimum of ten hours at one of the sites and reflect on how their experiences have helped them to understand and find concrete examples for how basic sociological concepts and perspectives related to American government, family, education, religion, and the economy are at work.
SOC 1100-91 Introduction to Sociology Judy Morgan Optional  In this Community-Based Learning experience, students will have the option to serve at three different sites – the Community Garden at IHCC, Loaves and Fishes in Bloomington, and the Salvation Army – in order to gain real-world experience with the sociological concepts they are covering in class. Students will commit to working a minimum of ten hours at one of the sites and reflect on how their experiences have helped them to understand and find concrete examples for how basic sociological concepts and perspectives related to American government, family, education, religion, and the economy are at work.
SPAN 1101-01 Beginning Spanish I Steven Hartlaub Optional  Students will work with Eagan & Lakeville Resource Center to provide language training for the adult volunteers at ELRC. In this optional experience (which will count for ½ of final exam, if students choose to participate), students will teach basic language skills (vocabulary and phrases) that would be useful on a day-to-day basis for volunteers. This presentation will involve (1) creating a “cheat sheet” of words and phrases, (2) performing a sample dialogue for learners, (3) small-group practice pronouncing words and using phrases, (4) other interactive activities. By teaching the volunteers, the students will be underscoring their own learning and – because they will have to communicate in Spanish to teach Spanish – this will provide a further academic challenge. In addition to the language training that volunteers from ELRC will receive, by participating and trying to learn another language themselves, an added benefit will be the understanding/appreciation volunteers will have for the difficulty of language acquisition for non-native speakers.
SPAN 1101-61 Beginning Spanish I Josephine Books Optional  In this Community-Based Learning experience, students will work with various community partner agencies and schools that serve a large population of native Spanish speakers. Through their 20 hours of service, students will be able not only to grow accustomed to the sounds of fluent Spanish (thereby improving their own pronunciation and fluency), but they can also use their Spanish skills to assist with communication and improve understanding between the individual clients and the agencies/schools/teachers. This experience helps to meet core goals of the course, which include both language acquisition and developing culture understanding and sensitivity for the customs and cultures of Spanish-speaking peoples.
SPAN 1102-99 Beginning Spanish II Josephine Books Optional  In this Community-Based Learning experience, students will work with various community partner agencies and schools that serve a large population of native Spanish speakers. Through their 20 hours of service, students will be able not only to grow accustomed to the sounds of fluent Spanish (thereby improving their own pronunciation and fluency), but they can also use their Spanish skills to assist with communication and improve understanding between the individual clients and the agencies/schools/teachers. This experience helps to meet core goals of the course, which include both language acquisition and developing culture understanding and sensitivity for the customs and cultures of Spanish-speaking peoples.
SPAN 2201-61 Intermediate Spanish I Josephine Books Optional  In this Community-Based Learning experience, students will work with various community partner agencies and schools that serve a large population of native Spanish speakers. Through their 20 hours of service, students will be able not only to grow accustomed to the sounds of fluent Spanish (thereby improving their own pronunciation and fluency), but they can also use their Spanish skills to assist with communication and improve understanding between the individual clients and the agencies/schools/teachers. This experience helps to meet core goals of the course, which include both language acquisition and developing culture understanding and sensitivity for the customs and cultures of Spanish-speaking peoples.
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