Internal Assessment Grant

Internal Assessment Grant

This grant program began in 2009 in response to faculty requests for more support for assessment work. The 2017 grants provided funding for a limited number of program assessment activities during the summer months.  A PDF of the 2017 Call for Proposals can be downloaded by clicking here.

Summer Assessment Grant 2017 Recipients

Congratulations to our 2017 grant recipients on their hard work and dedication to improving assessment efforts in their programs. Below you will find summaries of the work they completed. The 2017 grant recipients are available to answer questions about their assessment projects and the proposal process.


The Counseling program is in the process of creating new opportunities for bilingual counseling training. The current project, led by Assistant Professor Fernando Estrada, focused on the development of assessment tools to help instructors evaluate language proficiency among students conducting Spanish-language counseling in their fieldwork sites. Three rubrics were created and piloted. The rubrics align with several fieldwork counseling competencies, and also reflect the standards set by the American Council on the Teaching of Foreign Languages. Content expertise was provided by the Center for Equity for English Learners. The program looks forward to using the rubrics and additional bilingual counseling competency descriptors to assess and recognize candidates with valuable bilingual skills.


In an effort to assess its program learning outcomes, the Economics department has been using its own version of the MFT (Major Field Test), administered as a required 1 unit course. Prior to administration, the department allows the relevant instructor(s) to offer a review session for students. However, time constraints preclude a comprehensive review of the material. Associate Professor Zaki Eusufzai created a set of nine tutorials covering the relevant statistics and econometrics material using Snag-It, a screen casting software. These tutorials are now available online and allow students to prepare at their own pace, on their own time. 

Environmental Science

Associate Professor Nicole Bouvier-Brown and Professor Martina Ramirez created an exam to assess an Environmental Science program learning outcome focused on discipline-specific knowledge. The exam will be given in the ENVS 491 capstone course and responses will be evaluated using a rubric. Responses and evaluations will be shared with the ENVS Advisory Board over the next academic year to see if modifications are needed for next year’s assessment tool. Ongoing discussion within the program will help shape assessments for other program outcomes as well as ensure that tools such as this exam continue to be developed for years to come.

Environmental Science

Professor Lambert Doezema and Associate Professor Michelle Lum developed an assessment plan for an Environmental Science program learning outcome focused on discipline-specific knowledge. They determined the core concepts to assess as well as the courses to be used for the analysis.  A portion of the assessment will involve the use of standardized tests; however, they also identified student products to collect and developed accompanying rubrics. The assessment plan is being presented to the Environmental Science faculty affiliates, and upon approval, the collection of student work will begin starting in the fall of 2017.

Health and Human Sciences

Associate Professor Sarah Strand, Assistant Professor William McCormack, and Clinical Assistant Professor Stephanie Perez worked to create an implementable assessment plan for the department. They edited and combined seven program outcomes to create four new ones, created performance indicators for each of the new learning outcomes, set proposed benchmarks, and determined the frequency of measurement. The work will be done primarily via assignments and evaluations that currently exist in classes, with some changes to rubrics in order to better capture information about student learning. As a result of what they learned through this project, the faculty will be recommending that a current upper division lecture and lab be changed to a required course for all majors.

Marital and Family Therapy

Assistant Professor Louvenia Jackson developed instruments to assess the impact of incorporating instruction about the concept of cultural humility in the MFT/art therapy curricula. A combination of pre/post measures, offered before and after community-based art engagement field excursions, and examination of students’ art pieces, art statements, and written reflections will be used to assess development of students’ understanding and valuing of the concept of cultural humility. The project offers a qualitative and a quantitative methodology to assess student learning and establishes evidence for the effectiveness of the department’s evolving pedagogical practices and its core commitment to community-based engagement and cultural awareness.

School Psychology

Professor Brian Leung, Professor Terese Aceves, Associate Professor Emily Fisher, and Lecturer Janet Fulton-Jackson engaged in a comprehensive review and analysis of six assessments related to candidate performance.  These assessments include (1) results from a national exam; (2) signature assignments from all program courses; (3) candidate performance from second year fieldwork; (4) candidate performance from third year fieldwork, as assessed by field supervisors; (5) candidate performance from fieldwork, as assessed by faculty; and (6) interns’ positive impact on students and family, as assessed by faculty. Program improvements have been derived from analysis of these assessments, and a report summarizing the assessments is being prepared for continued national accreditation of the School Psychology program.