| 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.
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
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