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Awards and Accomplishments

Duquesne University's Beard Faculty Award Recognizes Hopson's Involvement with Students, Prisoners, Hazelwood and Namibia
Dr. Rodney Hopson, professor in the Duquesne University School of Education, received the 2011 Eugene P. Beard Faculty Award for Leadership in Ethics for sharing his expertise and enthusiasm with Duquesne students as well as jail inmates, residents of Pittsburgh's Hazelwood community and the southern African country of Namibia. The Beard Award, presented annually to a faculty member, honors those who best exemplify Duquesne's commitment to moral and spiritual values through outstanding leadership in ethics, family life, University or community service.

To read the full article, please see Duquesne University Newsroom.

Contract with the University Center for International Studies (UCIS) at the University of Pittsburgh
Dr. Rodney Hopson and Dr. Gibbs Kanyongo were recently awarded a contract by the University Center for International Studies (UCIS) at the University of Pittsburgh to create/refine, administer, analyze, and report the results of a student survey to evaluate area studies certificate programs offered through area studies centers at the University Center for International Studies at the University of Pittsburgh. The survey will be part of a multi-component program evaluation designed to assess the certificate programs, and data from the surveys will be reported to the US Department of Education as part of reporting requirements for funding from the Title VI National Resource Center grants program.

Presentation at the 11th International Conference of the Mathematics Education into the 21st Century
Dr. Kanyongo recently attended the 11th International Conference of the Mathematics Education into the 21st Century where he presented a paper titled, "Using Large-scale Data-sets to Teach Abstract Statistical Concepts: Sampling Distribution." The conference was held in Grahamstown, South Africa, from 11 - 17th September, 2011.

Culturally Responsive Arts Education (CRAE) Program Evaluation
A team from the Department of Educational Foundations and Leadership and the master's degree and certificate programs in Program Evaluation is involved in a three-year evaluation of a Culturally Responsive Arts Education (CRAE) program offered at three Pittsburgh public schools. The team includes: Dr. Gretchen Generett and Dr. Rodney Hopson, Duquesne University faculty members; Dr. Helga Stokes, post-doctoral fellow; Kaleigh Bantum and Lindsay McGuirk, graduate assistants and doctoral students in the School Psychology Program; Tyra Good, graduate assistant and doctoral student in the IDPEL Program; and Angela Allie, UCEA fellow and doctoral student from the University of Pittsburgh.

The mission and vision of the Culturally Responsive Arts Education (CRAE) program is to integrate African and African Diaspora art into the curriculum in order to help participating children improve their artistic and academic skills, develop a positive racial identity, demonstrate leadership and positive behavior, and foster supportive relationships with the community and among artists and teachers. Pittsburgh Public Schools began work on the program in 2008 with a grant by the Heinz Endowments. The Endowment's stated interest is to collaborate with Pittsburgh Public Schools in better serving the African American students by using the arts. The arts of Africa and the African Diaspora were to be employed and infused throughout the curriculum with the above stated goal in mind. As of September 2011 the program is entering its third year of implementation.

The evaluation team won the award to conduct the evaluation, beginning with the school year 2009 - 2010. Using a culturally responsive approach to evaluation, the evaluators seek to take the context into account and collaborate with CRAE administrators to design relevant and responsive instrumentation that documents the ongoing development of the program, especially around the matters that address culture and race. The evaluation seeks to be culturally responsive by working closely with each school and adjusting to each school's circumstances and needs in communication with CRAE lead teachers, artists and administrators. Through participation in school-based CRAE planning meetings and class observations, the evaluators seek to gain a close understanding of the day-to-day work of teachers, artists, and students.