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Minnesota State University, Mankato

Minnesota State University, Mankato

Capstone Projects

Page address: http://www.mnsu.edu/cetl/programs/capstone.html

Below are some of the final Capstone Projects that faculty in the Faculty Teaching Certificate Program developed during the academic year.

2012-2013

2011-2012

2009-2010

  • [PDF] Dana Bruhn (88 KiB); (Peer Review in the Facilitation of Class Discussion in the Distance Learning Classroom)
  • [PDF] Colleen Royle (69 KiB); (Echo 360)
  • [PDF] Indira Manandhar (69 KiB); (Active Learning in General Ed. Course)
  • [PDF] Emil Jirik (2 MiB); (Teaching Philosophy)
  • [PDF] Farhad Reza (2 MiB); (Teaching with Technology)
  • [PDF] Carrie Chapman (2 MiB); (Lessons Learned Along the Way)
  • [PDF] Elizabeth Harsma (85 KiB); (Teaching Philosophy)
  • [PDF] Emil Jirik (2 MiB); (Lecture Tools)
  • [PDF] Kari Velzke (8 MiB); (Teaching Philosophy)
  • [PDF] Rhea Davison-Edwards (48 KiB); (Active Learning)
  • [PDF] Melanie Cashin (51 KiB); (Beyond Facebook: Incorporating Technology into the Composition Classroom)
  • [PDF] Kimberly Kaufeld (68 KiB); (In class quiz verses online quiz)
  • [PDF] Hans-Peter de Ruiter (56 KiB); (Integrating Eastern Philosophy in a Mental Health Nursing Curriculum)
  • [PDF] Kara Garbe (58 KiB); (The Evolution of My Teaching in Composition)
  • [PDF] Kelli Hanson (80 KiB); (Leading/Facilitating Class Dialogue)
  • [PDF] Lisa Finsness (90 KiB); (It's not your mother's library anymore!)
  • [PDF] Danica Stith (57 KiB); (A "Real World" writing Project for English 101)
  • [PDF] Melody L. Heide (36 KiB); (Teaching Philosophy)
  • [PDF] Kristin Scott (97 KiB); (Teaching Philosophy)
  • [PDF] Teri Wallace (790 KiB); (Using JiTT in my Teaching)
  • [PDF] Yanwei Wu (40 KiB); (Active Learning in Classes)

2008-2009

  • [PDF] Ioannis Souldatos (2 MiB); (Strategies for Reducing Student Withdrawals)
  • [PDF] Sarah Suskovic (153 KiB); (WILL LAB TAKE VERY LONG TONIGHT? How to engage the students)
  • [PDF] Daniel Stark (55 KiB); (Active Learning Exercises for "Lecture" on Dance Partnering Skills)
  • [PDF] Megan Orcholski (78 KiB); (YouTube Speech & Rubric)
  • [PDF] Candace F. Raskin (1 MiB); (Educational Leadership)

2007-2008

  • [PDF] Aaron Jeffrey (285 KiB); (Lessons From My First Year of Teaching)
  • [PDF] Allison Lund (85 KiB); (Peer Editing)
  • [PDF] Michelle Alvarez (520 KiB); (Incorporating Interactivity into Distance Learning and Hybrid Courses)
  • [PDF] Kathleen Antoinette (66 KiB); (Introducing the Critique)
  • [PDF] Emily Boyd (177 KiB); (Developing Student's Research Skills)
  • [PDF] Carol Burns (743 KiB); (Course Organization Strategies)
  • [PDF] Hongxia Yin (142 KiB); (Creative Learning in Calculus)
  • [PDF] Eryn Stehr (190 KiB); (Active Learning)
  • [PDF] Holly Breitkreutz (68 KiB); (Setting the Stage: Constructing Meaning on a New Topic)
  • [PDF] Jessica Miles (65 KiB); (Active Learning in the Composition Class)
  • [PDF] Joan Hertel (63 KiB); (Active Leanrning in English Composition)
  • [PDF] Jonathan Harper (652 KiB); (Using Technology to Conduct Mathematical Investigations)
  • [PDF] Karin Lindstrom Bremer (9 MiB); (A Course Redesign to Improve Counceling Students' Group Skills )
  • [PDF] Karli Bartlow-Davis (72 KiB); (Critique Assingment Redesign for English Composition)
  • [PDF] Kathleen Lacey (67 KiB); (Implementing Student Feedback in the Classroom)
  • [PDF] Kelly Meyer (90 KiB); (Use of Visual Media in English Composition: Improving Critical Thinking and Illuminating Concepts Through Film)
  • [PDF] Lynn Kuechle (202 KiB); (Dialogue in the Classroom)
  • [PDF] Nathan J. Bruss (62 KiB); (Active Learning)
  • [PDF] Rachel Anderson Droogsma (373 KiB); (Understanding Language, Culture, and Preception: The Sapir-Whorf Hypothesis)
  • [PDF] Savitha Thekkada (73 KiB); (Creative Learning Technique for Terminology Recollection/Quizzing)
  • [PDF] Yea-Ling Tsao (121 KiB); (Active Learning In the Math Class)

2006-2007

  • [PDF] Anne Dahlman (183 KiB); (How To Teach Caring? 50 Instructional Strategies)
  • [PDF] Annette Benson (14 KiB); (Involving Students In Their Own Learning)
  • [PDF] Bill Brennan (23 KiB); (Stock Trak Groups)
  • [PDF] Candence Mortenson Klimpel (32 KiB); (To Enhance Established Nursing Laboratory Curriculum through Active Learning)
  • [PDF] Cecilia Pick (11 KiB); (German Fairy Tales and Immediate Feedback Assessment Technique)
  • [PDF] Christopher Danielson (291 KiB); (Test Driving an Active Learning Strategy: The Case of Colored Cards)
  • [PDF] Craig Evers (231 KiB); (Introducing Students To Dynamometers)
  • [PDF] Dan Levin (31 KiB); (Writing Techniques)
  • [PDF] Deborah Nykanen (2 MiB); (Creating A Significant Learning Experience Through A Real-Life Design Project)
  • [PDF] Geoffrey Goellner (19 KiB); (Cell Biology)
  • [PDF] In-Jae Kim (148 KiB); (Collaborative Activity Vs. Voluntary Activity)
  • [PDF] Ingerid Kvam (11 KiB); (Exploring The World Of Music Online)
  • [PDF] Jennifer Pepperell (11 KiB); (Minute Papers)
  • [PDF] Jenny Amel (46 KiB); (Writing In The Social Arena: Drafting Sides To Local Issues)
  • [PDF] John Solis (36 KiB); (Interactive Media for K-12 Learning Environments Designed and Developed by Preservice Teachers)
  • [PDF] Karen Lybeck (114 KiB); (Second Language Acquisition for Second Language Learners)
  • [PDF] Kathleen Crawford (16 KiB); (Interpersonal Communication)
  • [PDF] Kelly Krumwiede (19 KiB); (Community Health Nursing Clinical)
  • [PDF] Lyudmyla Carrison (13 KiB); (Revamping of Chemistry Pre-Laboratory Instruction Involving Active Learning)
  • [PDF] Mathew Vercant (39 KiB); (Craft & Structure Analysis Assignment For English Composition)
  • [PDF] Mavis Richardson (27 KiB); (Ethics and Press Criticism)
  • [PDF] Nickie Kranz (82 KiB); (Worth a Second Try)
  • [PDF] Ockjean Kim (31 KiB); (Characteristics and Assessment of Autism)
  • [PDF] Sadie Arch (315 KiB); (Building a Teamwork)
  • [PDF] Theresa Mackey (38 KiB); (Active Learning in the Athletic Training Education Program)
  • [PDF] Tom Olach (24 KiB); (Does Implementing an Immediate Feedback Assessment Technique(IFAT) Help Students Learn?)
  • [PDF] Ummu Gaye Ozarslan (274 KiB); (Differentiated Instruction; Teaching Writing Thesis Statements In College Level Composition)
  • [PDF] Vinai Norasakkunkit (69 KiB); (Online Blogging In A Public Domain)
  • [PDF] Vinnie Choe (35 KiB); (Implementing Active Learning In The Principles of Economics Class)
  • [PDF] Yvette Dulohery (425 KiB); (How To Develop A PowerPoint Quiz)

Below are some of the final Capstone Projects that faculty in the Faculty Teaching Certificate Program developed during the 2005-2006 academic year.

2005-2006

  • [PDF] Dawn Albertson (67 KiB); (Physiological Psychology Laboratory Course)
  • [PDF] Todd Anderson (106 KiB); (Race Issues as Part of a Composition 101 Course)
  • [PDF] James Bailey (409 KiB); (Implementing Active Learning Techniques into LAWE 491: Fingerprint Identification)
  • [PDF] Jo Anne Bezdicek Harlow (41 KiB); (Classroom Assessment Techniques)
  • [PDF] Melissa Brandt (55 KiB); (Service-Learning in the Composition Classroom)
  • [PDF] David Bissonnette (71 KiB); (Course Re-Design of Nutrition -1 FCS 240)
  • [PDF] Kathleen Blue (84 KiB); (Active Learning Exercises for Anthropology 101)
  • [PDF] Cynthia Broderick (55 KiB); (Designing Course Material for Business Classes to be Placed Online)
  • [PDF] Laura Buch (82 KiB); (Development of a College Algebra Student Portfolio)
  • [PDF] Aaron Budge (319 KiB); (Applying Active Learning Principles in Engineering)
  • [PDF] Kristen Cvancara (157 KiB); (Implementing Active Learning in Speech 101)
  • [PDF] Maricela DeMirjyn (70 KiB); (Digital Imagery: Inverting the Gaze Towards Diversity)
  • [PDF] Melanie Frappier (115 KiB); ("Guided" Essay Exam for Philosophy of Physics Class)
  • [PDF] Brad Garner (60 KiB); (Dance and Diversity Active Learning Exercise)
  • [PDF] Gretchen Haas (257 KiB); (Designing ENG 4/572: Project Management to Promote Significant Learning)
  • [PDF] Catherine Hooper & Melian Reese (501 KiB); (Facilitating Active Learning and Classroom Assessment Techniques through D2L)
  • [PDF] Jianwei Hou (38 KiB); (Getting Students Involved in the Classroom)
  • [PDF] Leah Hughes (138 KiB); (Implementation of Classroom Assessment Techniques)
  • [PDF] Iny Hwang (113 KiB); (Implementing Active Learning in Accounting Courses)
  • [PDF] Kimm Julian (44 KiB); (A Concert in Honor of Women's History Month)
  • [PDF] Lori Lahlum (58 KiB); (Exploring the Effectiveness of PowerPoint Slides and the Re-Designing of History 190)
  • [PDF] Sarah Langdon (91 KiB); (Writing About Genocide in the Classroom)
  • [PDF] Soonhwan Lee (72 KiB); (Integrating Digital Video TEchnology into the Sport Management Classroom)
  • [PDF] Bronson Lemer & Marie Lechelt (182 KiB); (Implementing Active Learning in an English 101 Class)
  • [PDF] Steven Losh (238 KiB); (The Duluth Trip: Active Geology Learning in the Field)
  • [PDF] Michael MacBride (88 KiB); (Service Learning in English Composition 101: One of Many Possible Approaches)
  • [PDF] Philip MacKenzie (157 KiB); (The No-Draft Proposal Essay: A Lesson and Assignment Design for English 101)
  • [PDF] Cheryl Masse (197 KiB); (Developing a Classroom Web-Based Learning Tool Utilizing D2L)
  • [PDF] Christina Olson (94 KiB); (Using CETL Learned Concepts in an English 101 Class)
  • [PDF] Jean Prokott (149 KiB); (Feedback on Student Learning and Response to Teaching)
  • [PDF] Danae Quirk Dorr (135 KiB); (Utilization of Classroom Assessment Techniques in Organic Chemistry)
  • [PDF] Swati Raychowdhury (74 KiB); (Restructuring Drug Education)
  • [PDF] Jerry Robicheau (100 KiB); (Reflection and Implementation of Skills to Improve Teaching)
  • [PDF] Silvia Roca-Martinez (66 KiB); (Obtaining and Applying Students' Feedback Along the Semester)
  • [PDF] Susan Schalge (196 KiB); (Integrating Active Learning into Anthropology 4/532: Kinship, Marriage & Family)
  • [PDF] Trisha Shaskan (267 KiB); (Using the Team-Based Learning Model in the Composition Classroom)
  • [PDF] Renee Shellum (88 KiB); ("Dimensions of Deafness" Critical Thinking)
  • [PDF] Melissa Siebke (42 KiB); (Reflection on Certificate I Program Experiences)
  • [PDF] Jim Slack (561 KiB); (Games in the Classroom)
  • [PDF] Steven Smith (47 KiB); (Re-Vamping Introduction to Theatre)
  • [PDF] Jocelyn Stitt (131 KiB); (A Journalism Project for a Course on Global Perspectives on Women and Change)
  • [PDF] Portia Strasser (136 KiB); (Motivating Minds: Active Learning in the Classroom)
  • [PDF] Marlene Tappe (189 KiB); (A Performance Task Related to the Skill of Accessing Valid Health Information, Products, and Services for HLTH 212: Consumer Health Issues)
  • [PDF] Maria-Claudia Tomany (85 KiB); (A Unit on Runes and Runic Inscription in a Scandinavia Course)
  • [PDF] Enrique Torner (96 KiB); (How the Faculty Teaching Certificate Program has Changed My Teaching)
  • [PDF] Sara Weisenbeck (100 KiB); (Implementing Active Learning Techniques)
  • [PDF] Beth Wielde (1 MiB); (Motivating Students in a Large Lecture Survey Setting)
  • [PDF] Mark Zuiker (248 KiB); (Reinforcing Vocabulary Use through Active Learning in a Math Course)

2005-2006

Below are some of the final Capstone Projects that faculty in the Faculty Teaching Certificate Program II developed during the 2005-2006 academic year.

  • [PDF] Gale Allen (254 KiB); (ECET Curriculum Improvement Project)
  • [PDF] Brian Baumgart (133 KiB); (A Reflection on Two Years in the Faculty Teaching Certificate Program)
  • [PDF] Brigette Cooper (48 KiB); (Certificate II Program Reflection)
  • [PDF] Kevin Filter (31 KiB); (Developing Course Goals via Departmental Input)
  • [PDF] Alex Goudas (62 KiB); (Using Blogs for Interactive Learning in Composition)
  • [PDF] Mary Hadley (54 KiB); (Conversion of Chemistry 111 to a Team Based Learning Class)
  • [PDF] Sarah Sifers (132 KiB); (Course Redesign)
  • [PDF] Forrest Wilkerson (63 KiB); (A Reflection on Two Years of CETL Interaction)

2004-2005

Below are some of the final Capstone Projects that faculty in the Faculty Teaching Certificate Program developed during the 2004-2005 academic year.

  • [PDF] Gale Allen (66 KiB); (Feedback Tool for Electronics Communications class)
  • [PDF] Wayne Allen (40 KiB); (eFolio transition for Ethnic Studies class)
  • [PDF] Jacqueline Arnold (20 KiB); (Multi-genre Research Paper in Children's Literature class)
  • [PDF] Jill Barr (12 KiB); (Learning Assessment for Introduction to Epidemiology class)
  • [PDF] Brian Baumgart (51 KiB); (D2L in English 101 class)
  • [PDF] Candace Black (19 KiB); (D2L in advanced English class)
  • [PDF] Queen Booker (35 KiB); (On-line & Active Learning for Business Marketing class)
  • [PDF] Timothy Brabec (481 KiB); (Active Learning & Redesign of Aviation class)
  • [PDF] Christa Brown (12 KiB); (Classroom Assessment Techniques for Speech Communications class)
  • [PDF] James Burnett (11 KiB); (iMovie for Sociology class)
  • [PDF] Barbara Carlson (11 KiB); (Active Learning for Health Science class-Assessment of Chemical Dependency)
  • [PDF] Briggette Cooper (67 KiB); (Developiong an Electronic Portfolio for Dental Hygiene class)
  • [PDF] Kebba Darboe (96 KiB); (Critical Thinking for Ethnic Studies 101)
  • [PDF] Nancy Drescher (36 KiB); (Incorporating Case Studies into English class)
  • [PDF] Louisa Eckert (13 KiB); (A Humanistic Approach: Listening for Social Change for Speech Communications class)
  • [PDF] Kevin Filter (43 KiB); (Grading on improvement rather than performance for Psychology class)
  • [PDF] Paul Finocchiaro (19 KiB); (Special Assignment for Introduction to Theatre class)
  • [PDF] Margaret Freking (16 KiB); (Real-world scenarios in graduate Editing class)
  • [PDF] Alexandros Goudas (64 KiB); (Teaching English 101)
  • [PDF] Mary Hadley (19 KiB); (Guided Inquiry/Eliminating Lecture in Chemistry & Geology classes)
  • [PDF] Beth Handler (1 MiB); (Restructured graduate class-Special Education Research Methods)
  • [PDF] Rachael Hanel (162 KiB); (D2L for Editorial Process class)
  • [PDF] Sara Hein (70 KiB); (Argumentative Research Paper for English 101 class)
  • [PDF] Deborah Jesseman (9 KiB); (Incorporating D2L)
  • [PDF] Richard Kiefer-O’Donnell (66 KiB); (Rubrics for Assessment in Special Education classes)
  • [PDF] Changjoo Kim (70 KiB); (Immediate Feedback Assessment Technique for Geography class)
  • [PDF] Chad Kuyper (93 KiB); (Composition 101 class-Collaborative Ad Campaign)
  • [PDF] Paul Mackie (722 KiB); (Incorporating humor into Social Work class)
  • [PDF] Evelyn Meyer (37 KiB); (Grammar for German classes)
  • [PDF] Jane McConnell (120 KiB); (Active Learning for Strategic Communication Research class)
  • [PDF] Angela Monson (44 KiB); (Active Learning in Oral Pathology & Dental Computer Software Mgmt.)
  • [PDF] Kwang Woo "Ken" Park (45 KiB); (D2L & Active Learning for Economics class)
  • [PDF] Bruce Pietz (56 KiB); (D2L in Human Performance class)
  • [PDF] Cheryl Radeloff (25 KiB); (D2L in Womens' Study class)
  • [PDF] Joel Rogers (82 KiB); (Instant Feedback Assessment Technique for Aviation class)
  • [PDF] Farid Sabongi (21 KiB); (Syllabus redesign for Interior Design class)
  • [PDF] Sarah Sifers (88 KiB); (D2L for Psychology class)
  • [PDF] Daniel Swart (14 KiB); (Internet-based delivery system for General Education Chemistry class)
  • [PDF] Sherrise Truesdale (41 KiB); (MSU Crime & Victimization Survey in Criminal Justice class)
  • [PDF] James Wilde (5 MiB); (Active Learning for Mechanics & Materials class)