Innovation in Student Learning Outcomes Assessment Mini-Grant
APPLICATION FOR MINI-GRANTS
For a copy of the application, please download
Deadline for submission of applications
March 18, 2013 at 5 p.m.
The Advancement of Student Learning Council (ASLC)
with the support of the Office of Institutional Effectiveness, is pleased to make
available financial resources to assist faculty with activities associated with
student learning outcomes assessment. The goal of the mini-grant is to provide funding
opportunities to faculty to assist with new
development of sound learning outcomes assessment practices at the program-level,
encourage professional development associated with program-level outcomes assessment,
and to strengthen the infrastructure for the scholarship of teaching and learning.
Awards up to $5,000. The purpose
of a mini-grant is to provide start-up funds for a new initiative directly related
to the program's outcomes assessment plan. Innovation in learning outcomes assessment
is an important aspect of building a culture that uses evidence to shape decision
making and curriculum development. Recipients may be asked to present their findings
at Pepperdine and at the WASC Academic Resource Conference in spring of 2014. Award
recipients are encouraged to pursue publication in one of the many teaching and learning journals
. In addition, the Office
of Institutional Effectiveness should be considered as an analytic resource during
the course of the project. Please note: innovation is a key aspect of this grant.
The ASLC would like to support and encourage new project development to enhance
the assessment of student learning outcomes.
The application must be typed, dated and sent to the ASLC via email attachment to
the due date. Initiatives with funds from other sources are ineligible for the mini-grant.
Faculty who hold senior administrative roles (e.g., associate dean or higher) are
also ineligible for funds.
Faculty who are involved with the development and implementation of program-outcomes
assessment activities are welcome to apply for support from the ASLC.
An Environment and a Curriculum that Strengthens Students
for Lives of Purpose: Outcomes and Assessment of the Intersection between the Pepperdine
Mission and its Curriculum
Cooker Perkins, Ph.D., Associate Professor of Sports Medicine
Dispositions as Learning Outcomes: Identifying, Operationalizing,
and Assessing Student Dispositional Development
Carrie Wall, Ph.D., Assistant Professor of Teacher Education
Enhancing Learning Assurance using Conditional Release
Owen P. Hall, P.E., Ph.D., Professor of Decision Sciences and Editor-in-Chief,
Innovation in Assessing Student Learning Outcomes through
the Theatre Program
Jason Chanos, M.F.A, Assistant Professor of Theatre
Measuring Student Learning Outcomes in Music Ensembles
Gary W. Cobb, Ph.D., Professor of Music and Chair of Fine
Ryan A. Board, Ph.D., Director of Choral Activities
Tony Cason, Visiting Professor of Music
Intersectionality, Reflexivity, and Assessment,
a study about pedagogy and assessment related to diversity in the social sciences.
Candice D. Ortbals, Ph.D., Associate Professor of Political
Scale Development and Analysis of Cognitive Mental
Models and Paradoxical Thinking for the Organizational Communication Major
Juanie N. Walker, Ph.D., Associate Professor of Communication
Assessment of High Impact Learning in Co-Curricular
Programs: Investigating Communication Division-Sponsored Experiential Learning Activities
Ken Waters, Ph.D., Communication Division Chair
Sarah Stone Watt, Ph.D., Director of Forensics and Assistant