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Learning Assessment Mini Grant Recipients

Funded through the Office of the Provost

The Academic Learning Outcomes Assessment Committee, with the support of the Office of the Provost and the Center for Teaching Excellence, offers faculty mini grants for assessing student learning. The first goal of these grants is to encourage academic programs to engage in sound assessment practices. The funding can be used to support new initiatives, revision of existing initiatives, and ongoing assessment activities. A second goal is for these initiatives to serve as models for other programs.


William Gibbs & John Shepherd, Journalism and Multimedia Arts, McAnulty College
Assessing learning in the multi-sectioned New Media Production course required of all JMA major

Lina Dostilio, Office of Service-Learning
Four faculty pilot an assessment model for core curriculum service-learning courses

Davi Reis & Laura Mahalingappa, English as a Second Language, School of Education
Analysis of learning tools and measurement in new courses created in response to Pennsylvania Department of Education requirements.

Sarah Woodley, Nancy Trun, Jana Patton-Vogt, John Pollock, Biological Sciences
Assessment of Critical Thinking Biology Superlabs

Stephen Benham, Paul Doerksen, Rachel Whitcomb, Music Education
Music Education Gateway Assessment Project

Jeryl Benson, Occupational Therapy
The Impact of a Community-Based Lab Experience on Occupational Therapy Student Preparation for Pediatric Clinical Practice

Marsha McFalls, Pamela Koerner, Jennifer Elliott, Pharmacy
Integration of Technology within the Division of Clinical, Administrative, and Social Sciences in the School of Pharmacy


Melissa Boston, Jason Ritter, Terri Rodriguez,  & Alexandra Santau, Education
Enhancing the Diversity and Leadership Gateways in the Graduate Secondary Education Programs

Norman Conti & Michael Irwin, Sociology
Outcomes Assessment and Practitioner Needs in Criminal Justice: A Program Review

Linda Goodfellow & Joan Such Lockhart, Nursing
Outcomes of Doctoral Scholarship: An Analysis of PhD Students' Dissertations and Publications

Mark Haas, Political Science
Outcomes Assessment through the Use of Both Portfolios and Objective Examinations

Lori Koelsch & Leswin Laubscher, Psychology
The Electronic Portfolio: Assessment of the Undergraduate Psychology Program

Maura Krushinski, Education
Utilizing the Counselor Preparation Comprehensive Examination (CPCE) to Assess Student Learning in the Counselor Education Program

Cynthia Lennox, Kathleen Barnard, Joseph DeCrosta, Helena Liddle, & Gita Maharaja, ESLP, Liberal Arts & Office of International Programs
Enhancing Cultural Awareness, Cultural Sensitivity, and Understanding of Self through Structured Student Cross-Cultural Interactions

Nihat Polat & Laura Mahalingappa, Education
Assessment of Learning Outcomes of ESL Teacher Certificate Program


Matthew Marlin, Economics and Quantitative Sciences, Business
Focus: learning and retention of quantitative and analytical skills throughout the business core curriculum by explicitly linking the teaching and learning of key concepts across courses, and then analyzing the students’ competencies.

Greg Barnhisel, English and Core Curriculum
Focus: analysis of the writing skills students have at the end of the Core 102 English course, with implications for the teaching of writing-intensive courses throughout the curriculum.

Bonnie Dean, Nursing
Focus: retrospective analysis of the capstone projects across the six MSN concentrations over the past three years for the purpose of seeing if these projects capture the learning outcomes articulated in the synergy model curriculum.


Psychology Department
Designing An Integrated Program of Assessment in Psychology: Helping Assessment Novices Develop A Program That Truly Serves Our Students
Will Adams, Marco Gemignani

School of Education
Special Education Practica: Assessing the Present to Inform the Future
Lisa J. Vernon-Dotson, Linda Lengyel

School of Education
Continued Development of an Assessment System for Candidates in the Leading Teacher Program
Karen Levitt, Melissa Boston, Kim Hyatt, Susan Munson, Julie Williams

School of Nursing
Predicting Success on the NCLEX-RN Licensure Exam for Graduates of an Integrated, Community-Based BSN Curriculum
Joan Such Lockhart, Debby Lewis, Rosanna Henry, KarenParaska, Leah Cunningham

Mylan School of Pharmacy
The Development of a Skills-based Competency Examination to Assess
Pharmacy Students’ Preparation for Experiential Education
Marsha McFalls-Stringert, Thomas Rihn, Patricia Keys, Bruce Livengood

Biological Sciences
Assessment of Learning Outcomes related to Animal Research Ethics
Sarah K. Woodley, John Pollock


School of Nursing
A Comparison of Role Perceptions of Nursing Students in Two Different Curricula
Carolyn Nickerson, Maureen Leonardo, Leni Resick, Eileen Zungolo

English Department
Assessment of Learning Outcomes of the Core 101 and 102 Classes
Gregory Barnhisel

Gumberg Library
SAILS: Comparing 2004 Freshmen to 2007 Seniors – growth in information literacy skills
Kathryn Fowler, Barbara Adams, Robert Behary, David Carbonara, Leslie Lewis, David Nolfi, Maureen Diana Sasso, Lorraine Sauchin, Sydney Walden

Political Science Department
Outcomes Assessment through the Use of Both Portfolios and Objective Examinations
Mark Haas & Kent Moors

School of Education
Electronic Portfolios for the School Administration and Supervision Program
Mary Frances Grasinger & Robert L. Furman

Communication & Rhetorical Studies Department
Marketplace Praxis Assessment: Connecting Internship Learning Outcomes with the Integrated Marketing Communication/Advertising & Public Relations Curriculum Classroom Experience
Janie Harden Fritz, Alyssa Groom, Kathleen Glenister Roberts, Bell O’Neil, Amanda McKendree


School of Nursing
Outcomes Assessment through the Use of Portfolios
Maureen Leonardo

School of Education
Improvement of Assessment Processes during the Student Teaching Experience
Karen Levitt

Mylan School of Pharmacy
Evaluation of a Pilot Advanced Mentorship Program for Undergraduate Pharmacy Students
Peter Wildfong

School of Business
The Core Competency Proficiency Exam (CCPE) – A Post-Sophomore Exam in the School of Business Administration at Duquesne University
Amy Luginbuhl Phelps