College of Saint Benedict and Saint John's University
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Soil Phosphorous Accumulation Following 12 Years of Biosolids Application to Continuous Corn Cropping System in Cenral Minnesota
Get PDFSince 2003, a small, private wastewater treatment facility for Saint John’s University located in Collegeville, MN has utilized a nearby agricultural field to routinely dispose of its Class B biosolids. The field soil textures range from sandy loam to loamy sand and have been managed under continuous corn (Zea mays L.) production since 2003. Repeated land applications of biosolids to this field has led to extractable phosphorus (P) (Bray-1) soil test values to accumulate beyond state-mandated levels for continued land application. The objective of this research was to quantify a general P budget in this cropping system based on previous management practices and to explore alternative cropping systems. Basic soil information was collected in 2015 and was combined with previous soil tests (including pH, salinity, organic matter %, Bray-I P, potassium, etc.) to quantify basic soil parameters and changes to soil P over time. Land management (crop yields, fertilizer source, and application rates, etc.) records were collected from the field manager and combined with biosolids chemistry data and application rates from the wastewater facility to construct a general P budget from 2003 to 2015. Using this information, we then explored alternative cropping scenarios to identify cropping systems which may sustain greater long-term soil health while maximizing annual P removal from the soil. This research will be used to guide future biosolids and field management decisions
Improved Cultural Competence Through Simulation
Get PDFOur quality improvement project focused on increasing the cultural competency of undergraduate nursing students at the College of St. Benedict/St. John’s University. In nursing culturally competent care is defined as having the knowledge, skills, and attitudes that support caring for patients across different languages and cultures. Caring for culturally diverse patients was first identified as an area of improvement during our capstone seminar while discussing our own clinical experiences. Subsequently we conducted a student survey that displayed strong interest in increasing practice caring for culturally diverse patients. Based on current research we identified simulation experiences as an advantageous method for students to experience caring for culturally diverse patients. The simulation takes students through different aspects of how culture can affect the nursing process and care they are delivering. During the simulation students are able to discuss how they would try to approach the situation giving them ideas of what to do when they are in these difficult situations as RNs
Lame Ducks and the Antiquities Act: How (most) Presidents Use a 1906 Law to Ensure Their Environmental Legacies
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Transgender Policy and Practice Development for the College of Saint Benedict and Saint John’s University
Get PDFThe CSB and SJU Vice Presidents for Student Development led the effort to research and develop policies and practices that would guide the College of Saint Benedict and Saint John’s University to be intentional with regard to the welcome, education, and services extended to transgender and gender non-conforming students in ways that are consistent with each of their respective institutional identities and missions as a Catholic Benedictine residential liberal arts college for women/men
Exploring Men’s Motivations for Studying, and not Studying, Abroad
Get PDFA long-standing trend in collegiate study abroad experiences has been the continual underrepresentation of key student demographics. One of the most persistent of these disparities has been the lack of men studying abroad. Between the 1996 and 2007 academic years, men’s participation rate in study abroad experiences consistently hovered at 35%. Female students, in other words, participated in study abroad at a rate nearly twice that of their male peers.
This research project was designed around two hypotheses – that ethnocentrism influenced men’s decisions to study abroad; and that racial or ethnic prejudice influenced men’s decisions to study abroad. In addition, data collection was intended to explore what other factors men might provide behind their decision to study abroad or not
One potential problem with the Fed’s vote to raise interest rates: The Fed might not know how the economy works
Get PDFFoundations of Excellence First -Year Student Final Report and Recommendations 2017
Get PDFThe College of Saint Benedict and Saint John’s University are working with the Foundations of Excellence (FoE) of the John N. Gardner Institute for Excellence in Undergraduate Education (JNGI) to develop a comprehensive First-Year Experience (FYX) as part of the SD2020 Liberal Arts for Life goal of meeting “the needs and aspirations and exceed the expectations of a 21st century student body.” The FYX is not merely a program or set of programs, but an environment that encompasses all the students’ experiences and relationships with the institutions from the time of their deposit until they return for their sophomore year.
FoE provides a way to systematically and candidly evaluate programs, policies, and procedures across departments and programs. This self-study becomes the basis for an action plan designed to improve student learning, persistence, and personal development. With the collaboration and guidance of JNGI, project leaders Karen Erickson, Emily Esch, Mary Geller, and Doug Mullin organized a working task force comprised of faculty, administrators, staff, and students from across both campuses. The task force organized into committees that evaluated CSB/SJU performance on the nine aspirational principles of excellence, termed the Foundational Dimensions® and developed recommendations to improve the experience of first-year students.
The “Dimension Committees” were aided in their evidence gathering by two surveys, one of first-year students and one of faculty and staff. These surveys ask questions about respondents perceptions of institutional performance of each dimension. We also conducted an audit of policies and practices related to all first-year students and made that information available through the Current Practices Inventory (CPI).
We entered into this study with the belief that our usual high retention rates for first-year students suggest that our institutions have been doing many things well for the students we have been serving. Our evaluation bore this out. However, we are also aware that our student demographics are changing as they become more reflective of national demographics, particularly as we draw more students each year from growing population centers which are all outside of Minnesota