I am particularly interested in connecting my work with the current learning community initiative on this campus and also in sharing my work with the broader university community through a Fellowship with CTE. Adhering to my philosophical view that it takes the total school/community environment to ensure the educational success for each student, my goal would include working through the CTE to provide leadership for related faculty efforts on (racial) diversity education issues. Some examples of this work include: (1) faculty curriculum strategy seminars, (2) contributing articles and resources to the CTE newsletter and website, (3) class visits and guest lecturing, and (4) linking faculty/student participants to multi-level (primary, secondary, and college) antiracist education projects both in the states and abroad; giving a holistic and successful view of diversity education in practice.

I would like to assist the Learning Communities Advisory group in promotion of diversity issues in development of learning communities at Iowa State. I would also like to identify specific "learning communities" that would have an emphasis in multicultural and international education. It is my hope that these communities would reflect minority, international, majority (diversity majors/minors) student participation, and that these students are enrolled in various colleges and disciplines.

My objective for working with CTE and the "learning community" initiative is to create (1) a model for diversity student awareness and outreach, (2) enhance diversity student relations and leadership throughout campus and beyond, (3) create assessment instruments and application techniques for both educators and students that will ultimately improve student learning, (4) and to examine at a cross disciplinary/university level whether or not multicultural/international education can impact student learning and development in positive ways.

Dr. Brad Skaar

It would seem that my department is like many; we struggle to define and implement meaningful procedures to address and measure learner outcomes in our curriculum. At the very least we must all consider the Iowa Board of Regents directive in 1996 requiring departments to report on outcomes assessment at the time of Academic Program Reviews. My department's continuing experiences in these areas would provide a valuable case-study examination and model for curriculum development that other programs across campus, especially in the sciences, would find useful.

Therefore, the Major Goal of this proposed CTE Fellowship is to utilize the ongoing curriculum development and outcomes assessment experiences of the ISU Animal Science Department as case study examples for the benefit of other academic departments seeking curriculum development based on learner outcomes.

The Major Goal for this CTE Fellowship will have been achieved when the following Outcomes have been achieved.

1. The curriculum development strategies created and applied by animal science department for the current catalog have been described and critiqued, and that these processes and critiques have been reported to the university teaching community

2. The learner outcome assessment strategies created and applied by animal science department for the current catalog have been described and critiqued, and that these processes and critiques have been reported to the university teaching community

3. An outline of example procedures that may assist departments seeking curricular revitalization in a learner-outcome perspective has been produced in cooperation with the ISU Assessment Coordinator.

Specifically of benefit to the Department of Animal Science, completion of this proposed CTE Fellowship will achieved its major goal when

1. an accounting of the curriculum development process (focused on the process rather than product) followed by our department will have been submitted for publication in the Journal of the American Society of Animal Science and/or the Journal of the National Association for College Teachers in Agriculture.

2. the curriculum outcomes data produced during the past three semesters under the newly implemented curriculum has been summarized and reported these to the department for use in ongoing curriculum development.