A Comedy by William Shakespeare |Â Directed by George M. Roesler Inver Hills Theatre presents A Midsummer Nightâs Dream A Comedy by William Shakespeare Directed by George M….
The following article, “Colleges use technology to promote student success,” by Ellie Ashford, was published Monday, March 3, 2014, in Community College Daily, a publication of theÂ American Association of Community Colleges. Christina Royal,Â Ph.D., provost and chief academic officer at Inver Hills, was interviewed for the ccDaily article.
You can learn more about technology’s role in student learning by checking out “The Future of E-Learning in Higher Education” in Inver Hills Magazine.Â This past February, Dr. Royal was a keynote presenter at eLearning 2014, an annual national conference on distance learning for eLearning practitioners. Click the image below to visit Inver Hills Magazine and view Dr. Royal’s keynote presentation.
Denise Swett, vice president for student services at Foothill College in California, didnât start out as a technology expert, but thatâs the direction sheâs taken as she and her colleagues discovered technology offers the best ways to inform and engage students.
Students want access 24/7, Swett said, so the college partnered with several technology companies to make that happen.
In Minnesota, Inver Hills Community College (IHCC) is focusing on leveraging technology to become a âdata-informed institutionâ to support student success and engagement.
âWeâre intentional about saying âdata-informedâ rather than âdata-driven,’â said Christina Royal, provost/vice president of academic affairs. The goal is âuse data to look at where students are now, where the pitfalls and opportunities are and how data can be used to improve learning and the collective student experience.â
Swett and Royal will share their experiences in using technology to improve student success at a session at the American Association of Community Collegesâ Annual Convention in Washington, D.C., April 5-8.
At Foothill, students can get most general information online, so their time with an advisor can focus on the most critical issues.
Sometimes, prospective students trip on basic things, such as how to apply to Foothill, that itâs open access and there is no charge to apply, Swett said. Students can easily get answers to those questions â and more than 1,400 others relating to the school calendar, the FAFSA (Free Application for Federal Student Aidâ) deadline, how to make an appointment with a counselor, and much more â on an online database called Ask Foothill, developed by IntelliResponse with input from the college.
Phone and email inquiries dropped by 54 percent after students started using Ask Foothill, Swett said. The system gets12,800 hits a month, and the busiest time is 11 p.m. to 1:15 a.m. Thereâs also a Spanish version, as 21 percent of Foothillâs students are Latino. Foothillâs cost for the system is $20,000 a year, which Swett said makes it less expensive than hiring a staff member.
Another popular online tool adopted by Foothill is Student Lingo, a series of on-demand video workshops developed by Innovative Educators. Among the topics covered on the 20- to 40-minute videos are filling out the FAFSA, avoiding cheating and plagiarism, and financial literacy.
âStudents love them. The videos are engaging and not boring,â Swett said.
Students are urged to watch a video on setting up an education plan before they come in for a counseling appointment, and if theyâre on academic probation, theyâre required to watch videos on learning styles and time management.
The college pays about $7,000 a year for Student Lingo, which allows unlimited use by students and monthly reports with data on how the videos are being used and when.
Another program Swett recommends is Financial Aid TV, which offers short, interactive online videos in English and Spanish that answer basic questions and can be customized for a particular college.
These programs save the college money because âemployees donât have to be answering the same repetitive questions all the time,â Swett said. âThat makes a big difference.â
Foothill also makes lots of information easily accessible via QR codes on banners throughout the campus. Students can easily scan them with a smart phone and get immediate access to Ask Foothill, Student Lingo and other services.
The college has an online database, called InternBound, listing internship opportunities, including many at nearby Silicon Valley technology companies such as Google, Adobe Systems and eBay.
Foothill isnât just providing technology resources; itâs helping to create them.
Faculty and students are working with the developers of Mepedia, a professional networking system for millennials that Fast Company described as âLinkedIn for the desperately unemployed generation.â Rather than having members develop a traditional resume, Mepedia is built around skills acquired with the goal of helping new graduates land professional jobs.
Students at IHCC have access to Smarthinking, an online tutoring system from Pearson that provides extra support for general education courses. The sessions are recorded so students can replay a lesson â such as step-by-step instructions for solving a math problem â as many times as they want.
IHCC instructors have the option of using technology in their classes, and some do more than others. For example, faculty in the emergency medical services program use an online database allowing students to record their success rates for performing certain procedures.
Spanish language teachers use web-conferencing tools, several professors use Google Hangout for small group discussions and an anthropology instructor âgamifiedâ an entire course so if feels like a video game.
IHCC uses the Hobsons customer-relations management system for higher education, integrated with a survey program from Qualtrics, to reach out early to students when they drop a course. The system triggers an automatic email to the studentâs advisor and dean, who can determine whether itâs a temporary life circumstance or a bigger problem and help the student stay on track.
Results from a student survey revealed that âmost students withdraw without contact from faculty or a staff member, so that will be the focus for the next academic year,â Royal said.
As technology prices drop â while at the same time these systems are offering more advanced analytics â colleges have much more information about how students are using them and interacting with the college, Royal said.
âOur focus is on a continuous improvement cycle and integrated process improvement,â she said. âItâs no longer business as usual. Thatâs a common theme weâve been hearing across community colleges.â
âThe power of the future,â Royal said, is âputting analytics in the hand of the students.â That means students taking an online cours â at any institution â will be able to see how well theyâre doing compared with other students who log in with the same frequency, and if theyâre falling behind, they will be urged to access the tutoring center or see a counselor.
âThat level of personalization is going to be incredible,â she said.
This kind of technology also presents more opportunities for collaboration, which is especially important for small community colleges in a climate of reduced funding, Royal suggested.
IHCC, for example, partners with several other institutions in the Minnesota Colleges and Universities state system to offer the Desire2Learn course management program for students taking online courses.
âBe a vocal supporter,â Royal advises community college leaders that want to step up their use of technology. âHaving the CEO communicate the message that technology is really important for the institution and for students is critical.â
She urges presidents to connect technology to the collegeâs mission of facilitating student success.
Technology shouldnât be seen as a replacement for important face-to-face interactions, Royal said. It could actually lead to more personalized relationships with students. When some of the routine interactions are handled online, âyou can focus human resources on situations where you really need it,â such as helping students make decisions about careers and how education can help them, she said.
Christina Royal, Ph.D.
Provost and Chief Academic Officer
Ann T. Deiman-Thornton
Interim Dean of Business & Social Sciences
Eight students from Inver Hills Community College competed at theÂ Collegiate DECA Career Development Conference (CDC) Feb. 25 and Feb. 26, 2014, at the Verizon Wireless Center in Mankato, Minn. All eightâBen Hall, Bryan Cervantes, Nathan Shine, Beatriz Olivares, Aubrie Riste, Sarah Burke, Taylor Garay and Chris Taylorâprogressed to the Collegiate DECA International Career Development Conference (ICDC) as finalists in the following areas:
Yohannes Agegnehu, an instructor in the Business department at Inver Hills, serves as faculty advisor to the college’s DECA Student Club. Agegnehu has accompanied students to the Collegiate DECA CDC on two previous occasions.
“I am so excited and happy for our students,” he said. “All our participants advanced to the competitions at the DECA International Career Development Conference 2014, which takes place April 22 through 27 in Washington, D.C.”
Ben Hall took first place in Banking Financial Services. Hall also placed first in the group competition, Finance Academy Challenge.Â Beatriz Olivares, Aubrie Riste, Nathan Shine and Bryan Cervantes placed first in the group competition, Management Academy Challenge. Sarah Burke was a finalist in Human Resources Management; Taylor Garay and Chris Taylor were finalists in the group competition, Business Ethics.
“One of the main goals of DECA is to prepare students for careers by integrating skills learned in the classroom into real-world experiences,” Yohannes Agegnehu said. “The DECA Competition we hosted here at IHCC during Student Success Day and the Regional DECA Competition in Mankato realized that goal and even more. All participants were able to connect with professionals through a three-hour Networking Event organized by T-Mobile during the Career Development Conference in Mankato.â
Collegiate DECA is a student driven organization that values competence, innovation, integrity, and teamwork. We prepare students for careers by integrating skills learned in the classroom into real world experiences.
Collegiate DECA programs assist in developing academically prepared, community oriented, professionally responsible, experienced leaders. Our students major in a variety of academic programs with a strong focus on business-related fields. Collegiate DECA conferences and other activities give students unique access to internships, scholarships, competition, and professional networking. â Courtesy of the Collegiate DECA website
Top photo (left to right): Sarah Burke, Aubrie Riste, Nathan Shine, Bryan Cervantes, Beatriz Olivares, Taylor Garay, Chris Taylor and Ben Hall
Inset photo (left to right): Nathan Shine, Aubrie Riste, Beatriz Olivares and Bryan Cervantes
DECA at Inver Hills: “To provide students with opportunities to develop business skills, including project management, team work and networking. The club sponsors speakers on campus and participates in regional DECA debates.”
DECA Faculty Advisor
DECA Faculty Advisor
Inver Hills Theatre presents
7:30 p.m. Friday, Feb. 28, 2014
7:30 p.m. Saturday, March 1, 2014
7:30 p.m. Friday, March 7, 2014
7:30 p.m. Saturday, March 8, 2014
$5 general admission
$4 senior citizens
FREE to all students everywhere
No reservations necessary. Tickets may be purchased at the door the evening of performance.
âThe course of true love never did run smoothâ
A dream world outside Athensâfor lovers, fairies and clowns, Shakespeareâs A Midsummer Nightâs Dream conjures the images of magic and illusion blurring the border between dreams and reality, between the fairy-world and that of the mortals. Interwoven in this delightful comedy are the stories of three groups of characters: The Mortals, The Mechanicals (The Clowns), and The Fairies. As the plot unfolds, the charactersâ confrontations reverberate in the misty, sometimes nightmarish confusion triggered by the fairies in the forest and we come to realize that the supernatural beings are as human as the humans.
âLove makes fools of us all.â
Two students from Inver Hills Community College, Sarah Jensen and Luke Zenker, are giving aÂ poster presentation of their research projects at the Minnesota State Capitol Rotunda in St. Paul Wednesday, Feb. 26, 2014. Jensen and Zenker are part of a group of 35 undergraduate students in the Minnesota State Colleges and Universities system who are sharing the results of their work with legislators and other state government leaders. Made possible by Minnesota Undergraduate Scholars,Â the poster presentations showcase undergraduate research at the following MnSCU institutions:
David M. Higgins, Ph.D., faculty in the IHCC English department, will be attending the presentations with Sarah Jensen and Luke Zenker as their faculty mentor. “IÂ was able to arrange this opportunity as part of my work with the Research Across the Disciplines Committee,” Higgins said. “In essence, our institution’s inclusion here is a direct result of Richard Jewell’s great work with Marilyn Hart to encourage and facilitate student research opportunities throughout the MnSCU system.” Marilyn Hart is aÂ professor of biology and director of the Undergraduate Research Center at Minnesota State University, Mankato. Richard Jewell is an English and humanities instructor at Inver Hills.
The Graveyard Exposure of Hamletâs Soul
David M. Higgins, Faculty Mentor (Department of English)
Inver Hills Community College
My research reveals how the profound uniqueness of Hamletâs character is illustrated atÂ full blossom in the famous graveyard scene of Shakespeareâs extraordinary play. TheÂ graveyard scene is the platform Shakespeare created for the purpose of unveilingÂ Hamletâs motives. Three intertwined motives are revealed during the graveyard scene:Â fear of death, demonstrated by the symbolism of the graveyard itself; his emotional life,Â enshrouded by feelings of love for the mysterious Ophelia; and finally, his role as PrinceÂ putting him in a political position wherein he has to balance the vested interests of theÂ state with the Christian code, his familyâs honor, etc. These motives are all the more clearÂ when he proclaims what the skull of Yorrick means to him, when he reflects on the sameÂ mortality kings of old must bear as anyone else, and when he jumps into the grave inÂ lamentation over the deceased, suicide-driven Ophelia. My project draws upon a range ofÂ scholarly articles/sources to supplement my own consideration of the entirety of theÂ graveyard environment; the skulls, the dirt, the dead, Ophelia, and the gravediggers (asÂ motifs). These cooperating elements represent an omen of impending doom alongÂ Hamletâs meandering path back to the court to face his fears, setting the stage to explore juicy topics about the world, a heroâs journey, the profundity of the story itself, andÂ humanity as a whole.
Pick A TherapyâŚAny Therapy?
David M. Higgins, Faculty Mentor (Department of English)
Inver Hills Community College
People all over the world are affected by back pain. Many of these cases cannot beÂ attributed to a specific disease or medical condition such as scoliosis or spinal stenosis.Â Chronic, non-specific low back pain (CNLBP) is extremely hard to treat because it has noÂ specific cause, but studies have shown that up to 80% of people are affected by CNLBP.Â These individuals often consult a general physician first and are given pain medicationsÂ or put in an outpatient pain management clinic. However, many studies have shownÂ these measures to be largely ineffective at treating CNLBP and patients becomeÂ frustrated from the lack of results. Because so many are affected by CNLBP and patientsÂ are often dissatisfied with general practitioners, many alternative forms of therapy haveÂ become more readily available. My project researched medical journals to examine fourÂ different types of alternative therapies for treating chronic, nonspecific low back pain.Â These four included massage therapy, acupuncture, chiropractic adjustments, andÂ physical therapy. I analyzed methods of each therapy, the long and short term effects ofÂ each therapy, and well as possible risk factors for the patients associated with eachÂ treatment. I found that although there isnât a single âfix allâ therapy, there are significantÂ gains that can be made with each of these four types, and with this knowledge a patientÂ may make an educated decision of which type of therapy would be best for them.
Courtesy of the Girl Rising website:
About the Film
From Academy Award-nominated director Richard E. Robbins, Girl Rising journeys around the globe to witness the strength of the human spirit and the power of education to change the world. Viewers get to know nine unforgettable girls living in the developing world: ordinary girls who confront tremendous challenges and overcome nearly impossible odds to pursue their dreams. Prize-winning authors put the girlsâ remarkable stories into words, and renowned actors give them voice.
Director of Service-Learning