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Assessment Office

Alexa B. Silver, Ph.D​  
Assistant Vice President for Academic Affairs/Institutional Effectiveness
Bina Daniel
Director of Assessment
MSCHE (Middle States Resources) General Resources Program and Student Learning Assessment Publications Mission The Mission of the Assessment Office is to oversee a holistic assessment process at the institution. This Office works collaboratively with units to ensure that they are implementing efficient and sustainable assessment plans. This includes verifying that units are collecting data that are used to improve programs/services and enhance student learning. This Office works closely with the Information Technology and Institutional Research units to facilitate data collection and reporting. Furthermore, this Office contributes to the assessment of strategic initiatives and supports efforts to attain and maintain various accreditations. The Assessment Office serves as the primary source for assessment resources, workshops, training, and recent directives from accrediting bodies. Lastly, this Office assists units with the analysis and reporting of assessment data for the purpose of demonstrating that the institutional mission of preparing students to “become competent, productive, and contributing citizens” is being carried out. Assessment Resources on the Web Middle States Commission on Higher Education (MSCHE) Resources: Middle States Commission on Higher Education (MSCHE) Accreditation Standards MSCHE Manual on Accreditation MSCHE Assessing Student Learning and Institutional Effectiveness MSCHE - Suggested readings related to Using Assessment Results Back to top General Assessment Resources: Measuring Quality in Higher Education North Carolina State University library of links Northern Illinois University resources Society for College and University Planning Texas A&M University resources Association of American Colleges and Universities (AACU) Association for Assessment of Learning in Higher Education Howard University library of assessment links Back to top Program and Student Learning Assessment Resources: National Institute for Learning Outcomes (NILOA) – An excellent resource for reports about Student Learning Outcomes assessment Back to top Assessment Related Publications: Middle States Publications available as PDF downloads for printing or for purchase. Assessment & Evaluation in Higher Education is a quarterly journal on assessment issues/methods. This journal is available from DSU library full text electronic journals (via Ebscohost) Assessment Update is available from DSU library full text electronic journals (via Ebscohost). This is a bimonthly newsletter Practical Assessment, Research, and Evaluation is a free-access online journal. Search for articles by title, author, descriptor, and keyword. Research & Practice in Assessment is a free-access online journal from the Virginia Assessment Group. Academic Leadership is an online journal containing numerous articles on faculty and leadership roles in assessment. Quality Approaches in Higher Education is a free-access online journal from ASQ (American Society for Quality) that includes articles on assessing student learning outcomes. International Journal of ePortfolio (IJeP) is a free-access online journal containing articles about the use of e-portfolios in assessment. Back to top  


Important Links



Records and Registration FAQs

  Frequently Asked Questions: Records and Registration When do classes begin? When do classes end? When is the last day to add classes? When is the last day to drop? How do I obtain a transcript? When is the last day to withdraw from the university? When will final grades be posted? Do I have to pay for these courses today? What do I do if my PIN has been disabled? How to withdraw? Where do I go for advisement? Where do I obtain my alternate PIN? Where do I get a printed copy of my schedule? What do I do if my class is closed? What do I do if I try to register and get the message "pre-requisite needed" and/or "test-score error"?       When do classes begin? Refer to the page under the "Academic Calendars" section for specific dates.   Top of Page When do classes end? Refer to the page under the "Academic Calendars" section for specific dates.   Top of Page When is the last day to add classes? Refer to the page under the "Academic Calendars" section for specific dates.   Top of Page When is the last day to drop? Refer to the page under the "Academic Calendars" section for specific dates.   Top of Page How do I obtain a transcript? Go to page and click on the "Request a Transcript" link located on the left side of the page under the title "General Information".   Top of Page When is the last day to withdraw from the university? Refer to the page under the "Academic Calendars" section for specific dates.   Top of Page When will final grades be posted? Final grades are posted to all students’ transcripts approximately 3 business days after grades are due in the Registrar’s Office. See the “Academic Calendars” section on the page for more specific dates.   Top of Page Do I have to pay for these courses today? All courses must be paid for prior to the removal for nonpayment date. This information can be acquired through the page under “Academic Calendars”.   Top of Page What do I do if my PIN has been disabled? You have to reset your PIN (Personal Identification Number) yourself. Go to and on the left side of the page under the title “Account Information,” click on “Create/Reset PIN”. Follow all of the instructions on the page. Remember the new PIN must be exactly 6 characters long and must contain at least 1 letter, 1 number and a special character.   Top of Page How to withdraw? Come to the Office of Records and Registration to complete a withdrawal form; turn in your student identification card to the Office of Student Accounts, and make sure any outstanding balance is paid in full. If you have received a Stafford Subsidized or Stafford Unsubsidized loan while attending DSU, you must complete an exit interview at If you have received a Federal Perkins or Nursing Loan, you must complete an exit interview at   Top of Page Where do I go for advisement? Based on your major, you need to contact the chair of that department to be directed to the appropriate faculty member.   Top of Page Where do I obtain my alternate PIN? Your advisor is the person who can provide you with your alternate PIN (Personal Identification Number).   Top of Page Where do I get a printed copy of my schedule? All schedules are obtained from the student’s self-service account.  Go to page and click on the Login link.    Top of Page What do I do if my class is closed? You need to submit an add/drop slip (with the student’s, instructor’s and advisor’s signature) to the Registrar’s Office in order to be added to the course.   Top of Page What do I do if I try to register and get the message "pre-requisite needed" and/or "test-score error"? You need to submit an add/drop slip (with the student’s, instructor’s and advisor’s signature) to the Registrar’s Office to be added to the course.   Top of Page

The General Education Program

A Reach Toward Excellence Effective Fall 2009; Updated Fall 2013 Program Information Components of the Program Core Breadth Areas Breadth Course List Senior Capstone Across the Curriculum (A-t-C) Outcomes Across the Curriculum (A-t-C) List Rationale The General Education Program at Delaware State University is predicated on the University's definition of the educated person. Delaware State University, through its general education curriculum and its specialized major curricula, provides a set of academic experiences designed to produce within students the knowledge, skills and attitudes that empower them to solve problems, clarify values, secure and sustain meaningful professions and careers, and embrace learning as a life-long process. Thus, Delaware State University aims to graduate an educated person possessing the following characteristics: Fundamental skills in communication, computation, and critical thinking necessary for life-long learning A sense of self-dignity and self-worth An ever-expanding capacity for appreciating, understanding, and sympathizing with the human condition in all its variations of cultural, social, racial, ethnic, moral, and physical diversity Knowledge and skills necessary for meaningful and productive living A desire to know more about one's environment and the global perspective. The General Education Program is the University's commitment to providing breadth and depth to students' academic, cultural, social, moral, ethical, and physical development during their undergraduate experience. The General Education Program recognizes that teaching and learning embrace several bodies of knowledge, skills, and sensibilities that combine to form the whole student. Therefore, at Delaware State University the goals of the General Education Program are divided into those areas of study that best describe the experiences that all students are required to complete in order to complement those experiences that the specialized curriculum in each major program of study provides.   Goals The following goals of general education speak to breadth, integration, and scaffolding of knowledge, skills, and sensibilities that are inherent in the mission of the University. The goals of general education are the following: General education should focus on the essential attitudes and behaviors that promote reflection and encourage life-long learning, wellness, and engagement with ideas, issues, and new experiences. General education should foster the development of critical thinking; curiosity about the social and natural worlds in which we live; appreciation for the complexities of knowledge and tolerance for ambiguity; and a capacity for attaining perspective on one's own life through self-examination and the study of others. General education should engage students in activities that strengthen their ability to read, write, speak, listen, and think effectively. General education should provide students with opportunities to examine and reflect upon moral and ethical problems and issues. General education should enable students to use technology in order to access and manipulate information competently. General education should enable students to understand and appreciate the ways social and cultural differences and similarities structure human experiences and knowledge -- in the arts, the humanities, mathematics, the natural sciences, and the social sciences. As an important aspect of general education, students should understand multicultural dimensions of the world in which we live, especially the experiences of people of African descent. General education should emphasize study in breadth and encourage students to explore the ways disciplined inquiry in the major can shed light on broader issues in their own lives and to render service to humanity. Components of the Program   The General Education Program at Delaware State University consists of a Core, Breadth Areas, Senior Capstone Experience, and Across-the-Curriculum (A-t-C) Learning Outcomes. These are described below.   The Core-- Include courses that all students must complete because they are fundamental to all learning and basic to the mission of the University.  The Core provides students with the knowledge and habits of mind that they will need in order to accomplish their academic goals in all major programs.  A grade of “C” or better is required in all Core courses.  Core Course # Core Course Name Credits Name XXXX-191 University Seminar I 1 XXXX-192 University Seminar II 1 ENGL-101 English Composition I 3 ENGL-102 English Composition II 3 MVSC-101 Lifetime Fitness and Wellness 2 ENGL-200 Speech 3 GLOB-395 Global Societies (Students must have junior status) 3       Course Descriptions: University Seminar:  XXXX*-191, XXXX*-192                                                              1:2:0, 1:1:0 University Seminar is a two semester, general education course sequence designed to provide students with the essentials for a smooth transition to college life and academic success. Academic skills will be developed. These skills include critical reading, thinking, listening, writing, speaking, and using the library, the internet and word processing. Values clarification, coping with peer pressures and the impact of a healthy lifestyle will be addressed. Opportunities will be provided for self-evaluation and growth in basic learning strategies as well as personal and career goals. Knowing the history of the University, feeling connected to the institution, and sharing a common educational experience with other freshmen are important goals of this course. Students entering Delaware State University with sixty (60) credit hours or an associate degree do not have to take University Seminar. Some Departments may advise these students to take the course since they need the content of the departmental component of University Seminar. A grade of “C” or better is required. * XXXX is the primary code of the department in which the student is majoring. Undeclared majors take UNIV-191 and UNIV-192. No more than one (1) credit hour of University Seminar I and one (1) credit hour of University Seminar II can be used in the GPA and towards graduation. The department chair and/or the advisor will decide which of the courses will count towards graduation. Global Societies GLOB-395                                                                                                           3:3:0 This course is designed to develop persons with educated and informed perspectives on the world for the twenty-first century. These are individuals who know their world, and who can understand facets of globalism which transcend time, space and place. Factors to be considered include global geography, global themes of the past, the global marketplace, and global political, social and cultural developments. This will enable students to appreciate the past, comprehend the present, and be effective and knowledgeable global citizens for the future. A grade of “C” or better is required. Students must have a minimum of 60 credit hours to register for Global Societies.   Breadth Areas -- Include categories of courses from which students must choose a designated number of credit hours that provide breadth and the well-roundedness of a liberal education in the arts, history, literature, other humanities, natural sciences, mathematics, and social sciences. Minimum grade requirements for Breadth courses vary by major program. See curriculum sheet. Breadth Course # Breadth Area   Minimum Credits HIST-xxx History 3   ENGL-xxx Literature 3 xx-xxx Social Sciences 3 xx-xxx Arts/Humanities 6  MTSC-xxx Mathematics 3 xx-xxx Natural Science with Laboratory  3    It is important to note that each student and advisor must consult the curriculum and the Across-the-Curriculum plan for specific requirements of their program. Certain honors courses or colloquia may satisfy breadth area requirements.  Consult with the Director of General Education for specifics. Click for the list of courses in the Breadth Areas. Breadth Area Definitions and Student Learning Objectives The General Education Committee has approved a set of definitions and student learning objectives (SLOs) for courses that are part of the Breadth requirements of the General Education. These SLOs will form the basis for assessment rubrics that will be developed in the near future. All Breadth courses should list the appropriate SLOs on their syllabi and address how their course learning objectives relate to these SLOs.   Across the Curriculum (A-t-C) – Are learning outcomes which students must demonstrate through various assessments.  If graduates from Delaware State University’s undergraduate programs are to become effective communicators, critical thinkers, and problem-solvers in the world's pluralistic and global societies, then some critical concepts should infuse the general education program and major curricula. These Across-the-curriculum outcomes should be linked with research and professional development that lead to the most effective instructional strategies, course activities, and assessments of student learning and program effectiveness. The Across-the Curriculum concepts that are integrated throughout the general education program and major curricula, and which produce the desirable learning outcomes in students are the following: (1) Reading, Speaking, and Listening Across-the-Curriculum (RSL); (2) Self-Evaluation; (3) Wellness; (4) Information Literacy; (5) Computer Competency; (6) Writing in the Major (Outside the Capstone); (7) Quantitative Reasoning; (8) African-American Experience (9) Multiculturalism; (10) Critical Thinking/Problem-Solving; and (11) Global Issues. Since these areas are integrated throughout the curriculum, there will be overlaps between some breadth courses, major courses, and across the curriculum requirements.  Reading, Speaking, Listening College graduates should be able to communicate effectively. Students should be able to do the following: comprehend, analyze, interpret and evaluate various texts; write and speak effectively and correctly; listen actively to what instructors and peers are saying. Communicating effectively is not the exclusive domain of the English Department. It is the responsibility of all instructors to inculcate effective communication skills throughout the general education and major curriculum. Self-evaluation In order to become productive and contributing citizens, students must have a critical self-understanding. Active engagement of students in their education is important. This creates a sense of relevance. Students can also develop an internal locus of control and other mature ways of thinking. Self-evaluation is evident in curricular and co-curricular activities, journal reflections and course activities that encourage students to examine their ethics, core beliefs/values, communication and leadership skills, strengths, weaknesses, likes/dislikes, etc. Students can then be prepared to make choices in majors, minors, career aspirations and important life decisions. Wellness To be able to think clearly, develop effective study skills, and be prepared for careers and life-long learning, students must demonstrate an understanding of the principles involved in wellness.  They should be able to share these principles with family members, friends, and associates.  The wellness component aims to address issues involved in nutrition, well-being, social adjustment, and psychological and physical health. Information Literacy  In order to be successful in this information age, all graduates should have knowledge/experience in the process of information acquisition.  This includes researching library databases, understanding and performing scholarly searches, completing citations, evaluating information for relevance/reliability, and compiling information for a unified purpose.  Information literacy must be incorporated in general education courses as well as major courses to demonstrate field-specific applications. Computer Competency To the greatest extent possible and wherever practical, computer and information technologies should be integrated into general education courses and generally throughout the curriculum. College graduates should be able to do the following: (a) use computers and other technology (b) access and manipulate spreadsheets and databases; (c) use printed and computerized resources to locate information; and (d) use and prepare multimedia applications. Students needing formal instruction in this area should takes courses such as Applying Computers (20-101) and Microcomputer Applications (52-105). These and other program specific courses provide students with opportunities to analyze the efficient utilization of computers to enhance productivity at all levels of organization, from office personnel to executive management. Students examine and utilize the different types of hardware, software, operating systems, multimedia, the Internet, Web page design, etc. Writing in the Major  College graduates should be able to write coherent essays, reports, thesis papers, using the standard form of the English language that is relatively free from grammatical, mechanical, and usage errors.  To build on the foundational English composition skills, students will be required to apply these writing skills in their field of study as well as across the general education program. Quantitative Reasoning   This competency may be met by courses or modules in the major or by a second mathematics course. The specific methods of quantitative analysis will vary by program. Some examples of quantitative reasoning include: Mathematical analysis, computations, charting, graphing, algebraic problem solving, Numerical analysis, numerical relationships, patterns, estimation measurement Quantitative problem solving or real-world problem solving Data analysis, data interpretation, statistical analysis Logical thinking and steps to construct feasible solutions to various problems. African-American Experience Delaware State University’s legacy as a historically black college enables it to provide students with the opportunity to understand African-American perspectives in history, liberal arts, and society. Courses such as African-American History, African-American Art History, African-American Literature, African-American Music and other major courses provide exposure to the African-American viewpoints in American society.  Students will demonstrate an understanding of the roots of slavery and resulting African-American experiences, as well as an appreciation of the contributions of African Americans. Multiculturalism College graduates must understand how to develop and manage human relationships by being able to identify and adapt to the needs, values, expectations, and sensibilities of others. Students must be able to do the following: (a) understand and consider diverse points of view; (b) determine what is appropriate in a given situation given the norms of groups and cultures which provide guidance for acceptable language and behavior; (c) be open-minded about and inclusive of other cultures; and (d) understand different points of view based on gender, ethnicity, race, or national origin. Critical thinking / Problem-solving College graduates should be able to move beyond the mere conveying or restating of other's facts and ideas. Students should be able to do the following: (a) reflect upon, question, analyze, and evaluate information; (b) assess bias, narrowness and contradictions; (c) formulate hypotheses and alternatives; (d) evaluate an argument in terms of reasoning and applicability; (e) determine how new data may lead to confirmation or questioning of conclusions; (f) make inferences, comparisons, formulate frameworks or categories, classify data, and translate information from one medium to another; and (g) analyze and evaluate their own arguments and those of others in order to confirm or deny the accuracy, validity, and reliability of their own reasoning and of the various sources of information they hear or read. Students should also be able to conduct disciplined inquiry and be able to do the following: (a) determine the nature of a problem; (b) analyze the problem and determine possible solutions; (c) assess the advantages and disadvantages of each possible solution; (d) determine the most effective and efficient of the optional solutions; and (e) execute the solution. Being able to think critically and solve problems is one of the hallmarks of becoming an educated person. Global Issues College graduates should understand that their world is no longer circumscribed by the boundaries of nations and continents. The world is a global community and students should understand and appreciate the pluralism of this global community. Students should be able to demonstrate an understanding of various political and economic systems, and the positive and negative aspects of globalization.  Across-the-Curriculum (A-t-C) learning outcomes of general education -- should infuse as many other courses as possible.  These outcomes connect general education courses to each other and to the majors.  The following page outlines some generic guidelines for meeting Across-the-Curriculum outcomes.  It is important to note that each student and advisor must consult the curriculum and the Across-the-Curriculum plan for specific requirements of their program. Certain honors courses or colloquia may satisfy one of these requirements. Consult with the Director of General Education for specifics. Click for Across the Curriculum (A-t-C) List: (Please note: This list is a general guide. Students and Advisors must consult the individual program Across-the-Curriculum Plan for additional course requirements or options.)  

General Education Committee

  The General Education Committee consists of faculty from all Colleges and diverse departments.  Faculty members are elected by the Faculty Senate. 2013-2014 Committee  members:  TBA, Chair of Committee Alton Thompson, Provost and Vice President for Academic Affairs Dr. Bridget Anakwe, Accounting, Finance and Economics, COB John Rich, Psychology, CAHSS Dr. Richard Barczewski, Agriculture and Natural Sciences, CARS Dr. Donald Becker, Art Dr. Andrew Blake, English & Foreign Languages Raymond Tutu, Global Societies Dr. Alexa Cawley, History Political Science and Philosophy Dr. Cecil Clark, Education Dr. Nicola Edwards-Omolewa, Mathematics Dr. Anthony Hill, Social Work Dr. Micahel Katz, Accounting, Economics & Finance Dr. Andrew Lloyd, , Biological Sciences, CMNST Dr. Rick McCallister, English and Foreign Languages Dr. Carla Murgia, Public Health & Allied Sciences, CEHPP Dr. Kenneth Nagelberg, Mass Communications Dr. Myna Nurse, English & Foreign Languages, REpresenting English, CAHSS Dr. Gulnihal Ozbay, Agriculture & Natural Resources, CARS Dr. Rayton Sianjina, Education Graduate Program Dr. Mark Still, Sports Sciences  For updates regarding Committee documents, Faculty and Staff may refer to Public Folders in Outlook, under Provost in the General Education Folder.  Please click here for instructions on how to access Public Folders in Outlook. 2010 General Education Committee Meeting Dates (Tentative):  All meetings are held in Arts Center Gallery 11:00 am – 12 noon, unless announced otherwise by Committee Chair.  January: Tuesday 1/14/10 and Thursday 1/26/10 February: Tuesday 2/11/10 and Thursday 2/23/10 March: Tuesday 3/11/10 and Thursday 3/23/10 April: Tuesday 4/8/10 May: Tuesday 5/13/10 (Tentative)  


Self-Achievement Through Academics Academics are the cornerstone of an education at Delaware State University, and knowledge is key to achieving your life goals.  At Delaware State University (DSU), you’ll acquire the education and skills you need to be a competitive force in today’s changing global job market. Whether you’re preparing for a career in international relations through one of our study-abroad programs, looking to hone your talents as music major or learning the latest technology in applied optics, DSU has a dedicated faculty and challenging curriculum to empower you for life’s road ahead.  DSU is accredited by the Middle States Commission on Higher Education (MSCHE).  In addition, the University’s Business, Education, Social Work, Nursing, Didactic, and Hospitality and Tourism all have national accreditations.  Most DSU students will agree that our world-renowned faculty helps set us apart from other colleges and universities. We have some of the most knowledgeable and dedicated instructors in higher education today. In fact, our 205 faculty members, spread over 21 departments, hold a total of 174 doctoral degrees or terminal degrees. Our faculty’s years of practical experience help DSU students connect what they learn in the classroom to their chosen major’s applications in industry and everyday life. Our 13:1 student-to-faculty ratio ensures that you’ll get the attention you need to grasp the concepts and theories in your discipline. Learn a new scientific approach in one of our state-of-the-art laboratories in the Mishoe Science Center, or discover a love for Harlem Renaissance poetry in an English class in the Education and Humanities Building. The range of disciplines and learning opportunities is vast, and discovering your niche at DSU can lead to a world of exciting career options. Choose any one of nearly 70 academic paths, including doctoral programs in Applied Chemistry, Educational Leadership, Interdisciplinary Applied Mathematics and Mathematical Physics, Neuroscience and Optics, and embark upon a journey that will lead to a rewarding career in a knowledge-based global economy. We invite you to explore the plethora of ways DSU is the right fit to inspire you in your educational venture. Putting students first is our most important work. We are committed to bringing forward the full force of our talents and resources that rest at DSU to aid in the design and development of programs and the implementation of strategies that will produce successful outcomes that each of you deserve.   Click here to view a complete listing of majors and concentrations…  

Integrated Academic Support and Advisement


Academic Support Center
William C. Jason Library 2nd Floor
Main Office - Room 209
302.857.6385 (phone)
302.857.6386 (fax)


Mission The mission of the Academic Support Center (ASC) is student-centered focused on learning in a safe and inclusive environment which offers both instructional and educational services in and out of the classroom; and support students’ cognitive skills development to achieve their full academic potential.  We are committed to students learning the essential competencies that apply across the DSU curriculum, and building beneficial university relationships that positively impact their retention and graduation. Adopted May 10, 2013 Vision As one of DSU’s comprehensive resources for student learning, our vision is to expand our services to the entire student body and assist them in becoming independent learners, critical thinkers, and self-advocates; who ultimately rely on their strengths and abilities to master intellectual and lifelong learning after graduation. Adopted May 10, 2013 A Message from the Director The Academic Support Center (ASC) is one of the offices within the Division of Academic Enrichment that provides quality academic services and programs that help you become an active and independent learner while pursuing your DSU degree. Our staff is actively engaged and committed to helping every student prepare, advance, and excel in their academic performance by offering the following: Credit-bearing Academic Enrichment Courses Tutorial Center and Drop-In Computer Lab Office of Student Accessibility Services Staying-On-Course Program Supplemental Instruction Program Quantitative Reasoning Center Drop-In Writing Studio Go Hornets! Academic Support Center Staff Quantitative Reasoning Center  Dr. Sharon Smith, Instructional Specialist  Office-Library Room 212A  302.857.6396 Students can drop in during the hours posted on the door each semester for quantitative reasoning tutoring and support.  We encourage all students to sign up for out Think Tank sessions where we'll be discussing topics such as the cost of missing one class; what would our economy look like if we stop minting the penny, Title Loans (Yea or Nay), class action lawsuits, etc.  Stop by, click here or check out E-news for a complete schedule. Staying-On-Course Program (SOC)  Cindy Seto-Friel, Coordinator  Library Room 214  302.857.7840 Students on Academic Probation or Readmitted Suspension are required to participate in the staying on course program that will promote their return to Academic Good Standing. For further information, click here. Office of Student Accessibility Services  Roberta C. Durrington,  Student Accessibility Services Coordinator  Office-Library Room 218  302.857.7304 Students with documented disabilities may request reasonable accommodations to address their specific needs.  Students, who are struggling with understanding coursework while demonstrating solid effort, may ask for a consultation, and/or outside referral for an in-depth evaluation.  Students with temporary disabilities may also apply for services. With key University departments provisions will be made for students with disabilities to gain access to building if physical barriers exist in order for them to participate equally in the programs/services.  For further information, click here. Supplemental Instruction Program (SI) Anna Cortese, Coordinator Office-Library Room 213 302.857.6387 Supplemental Instruction (SI) offers weekly study sessions to students taking "historically” difficult courses. SI participants meet with their leader and classmates outside of class to discuss challenging concepts and develop study strategies. They develop a better understanding of course content and learn how to effectively test themselves. For further information, click here. Tutoring Center  Jackye Fountain, Coordinator  Library Room 206, Office-Library 206 A  302.857.6389 Students may sign up for a tutor for various courses across the curriculum. Tutors will schedule appointments in the library at the convenience of the student. For further information, click here. Drop-In Computer Lab  Jackye Fountain, Computer Specialist       Library Rooms 205 and 206, Office-Library Room 206A  302.857.6389 Students sit at state of the art computers to work on classroom assignments, PowerPoint presentations and various assignments.  Students must have a current pass code from DSU's Computing Office.  For further information, click here. Drop-In Writing Studio  Jean Gilroy, Coordinator       Library Room 205, Office-Library Room 207  302.857.7540 Students come for assistance with writing assignment in English and across the curriculum. For further information, click here. Academic Enrichment Courses The Academic Support Center also supports students enrolled in Academic Enrichment Courses: Learning Strategies for Academic Success, Reading Lab, Speed Reading and University Seminar. For further information, click here.      







Cassandra Green, Ed.D., Director
William C. Jason Library
Room 214 A & B
302.857.6388 (phone)

Student Activities for Mass Communications

  The Mass Communications Society provides students the opportunity to participate in school government as well as provide student access to alumni and mentor programs. The Mass Comm Society also provides students with opportunities for professional and career development and encourages relationships with alumni through mentorship programs and social gatherings. PRSSA, the Public Relations Student Society of America, is the student arm of the professional organization, Public Relations Society of America, and is a place for students to meet and network with working professionals. The campus chapter also sponsors resume writing and interviewing workshops. SPJ, the Society of Professional Journalists provides harmonious relationships between students and professional broadcast and print journalists. NABJ, the National Association of Black Journalists provides students with the opportunity to interact with Black professional journalists and to insure the rights, privileges, and responsibilities of aspiring journalists. DSU Radio (Channel 15) gives students the chance to initiate and further their creative and technical potential in the radio medium. The award-winning, student-run station broadcasts news, music, sports, including play-by-play coverage of DSU athletic events, and other informative and entertaining programs. Hornet Vision (Channel 16) is the student-operated cable television station. Students have an opportunity to receive studio and field instruction in television and to expand their creative abilities in television by working with student-produced television programs. Students have the choice of working in programming, production, advertising, or technical support. DSU Speaks is the student-run and produced weekly television news magazine that offers students hands-on experience in production, as well as stage management and audio assistance. The Black Broadcasters Alliance provides a means of expressing the needs of students to owners and practitioners in the broadcasting industry. Lambda Pi Eta is a nationally recognized honor society for Mass Communications majors. The honor society is open to all declared Mass Communications majors who have completed a minimum of 60 semester hours, have maintained a 3.25 GPA in departmental courses, and have maintained a 3.0 GPA overall. The Daily Hornet Online allows students to operate a daily online news service. Students create and maintain a web site for campus, local, statewide, national, and international news.

DSU Sport Management Program Information Request Form

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  The HBCU-UP Project Mission "To increase the number of students graduating in the STEM (Science, Technology, Engineering, and Mathematics) disciplines at DSU and to provide them with the quality preparation necessary to transition successfully into the STEM workforce or to attain advanced STEM degrees.”   Did you know? HBCU-UP stands for Historically Black Colleges and Universities Undergraduate Program. It is a nationally-recognized program funded by the National Science Foundation, geared towards enriching the education of students attending HBCU’s and pursuing careers in the science, technology, engineering and mathematics (or STEM) disciplines. At DSU, these majors include:  Biology/Forensic Biology, Chemistry, Computer and Information Sciences, Mathematics, and Physics/Pre-Engineering.   The SMILE Project The Science and Math Initiative for Learning Enrichment (SMILE) Project is a unique program exclusive to DSU STEM students. The project involves several components which enhance your academic success and involvement at DSU. SMILE sponsors your New Student Orientation for STEM majors and your STEM Training Camp. The project is also at the heart of your Learning Communities. SMILE sponsors your Peer Mentors and Peer Leaders, and gives you the opportunity to participate in Undergraduate Research at Delaware State University. Your success at DSU is only a SMILE away!   About the HBCU-UP Project The HBCU-UP Project is designed to support students majoring in science, technology, engineering and math with academics, financial and social support. This free program is funded by the National Science Foundation and Delaware State University.   Programs include: tutoring, mentoring, research and internship opportunities, career services and a state of the art computer lab exclusively for the use of students in science, technology and mathematics.   Questions or Comments? To request more information: HBCU-UP Program c/o Dr. Mazen Shahin Delaware State University 1200 North Dupont Highway Dover, Delaware 19901   Ph: 302-857-7055 Fx: 302-857-7054 Email:      **Apply now for the Scholarship in Mathematics and Science (SIMS) - Open to incoming freshmen to the College.** Two (2) years of support to students who meet eligibility requirements.         Back to College Homepage


Funding by:

National Science Foundation logo

DSU logo



HBCU-UP Project Highlights

  • Free Summer Training Camp for STEM Freshmen
  • Peer mentoring
  • Freshman Learning Communities
  • Career counseling
  • Undergraduate research opportunities ($4,000 per year in stipends)
  • Assistance in applying to graduate schools
  • Opportunities to become a peer mentor/leader 

Staff Profile

Dr. Harry L. Williams
Principal Investigator
Project Director
Co-Principal Investigator
Co-Principal Investigator
Co-Principal Investigator
Project Coordinator

External Advisory Board Members

Dr. Richard Guarasci
Dr. Teck-Kah Lim
Dr. F.M. Ross Armbrecht, Jr.
Dr. Randolph J. Guschl
Dr. Michael I. Vaughan
Mr. Malik J. Stewart



STEM Orientation/Training Camp Registration Form

Incoming Freshmen Checklist

Undergraduate Research Program



Center for Teaching and Learning


 The Center is located on the 2nd Floor of Conwell Hall. Our office is open from 8:30 - 4:30 pm, Monday - Friday.

302.857.6140 (office)
302.857.7536 (fax)

"Who is not satisfied with himself will grow; who is not so sure of his own correctness will learn many things" - Palestinian Proverb


Welcome to the Center for Teaching and Learning! (Located in Conwell Hall 2nd Floor) The Center for Teaching and Learning of Delaware State University maintains a focus on linking professional development to university improvements by offering a variety of services for faculty members and adjunct professors.  The principle mission of the CTL is to improve and teaching and learning across all disciplines. The CTL creates opportunities for university faculty to strengthen teaching efforts through research-based methodologies, professional development experiences, advanced studies and assessment practices that lead to improved teaching and student learning.   Faculty Assistance Professional Development  Professional Teaching Travel     Mini-Research Grants Request a Classroom Observation Request a One-on-One Teaching Consultations Contact the Center for Teaching & Learning 20 Minute Mentor Video Listing  Magna Subscription Instructions   Travel Support Program Travel Authorization Form Travel Summary Report M&T CentreSuite M&T CentreSuite User Guide CTL Mini Grant Competition Info Submitting and procuring research grants is an important part of faculty life. While the CTL offers mini teaching innovative grants it is important for faculty to secure research grants within their fields of discipline. For some tips on how to write grants, please visit, Dr. Melissa Harrington’s (DSU Biology Professor) We operate as part of the University’s Title III Grant. Title III is a federal government assistance program given to historically Black colleges and Universities. Title III assures equity in educational opportunities for all students. CTL works in conjunction with the Title III office to assure that university faculty are equipped with the tools and resources needed to enrich their teaching in order to increase student learning. All expenditures submitted by the Center to the Title III office must be allowable under federal guidelines. ____________________________________________________________________ Become a SHINING STAR of The Center for Teaching & Learning PROFESSIONAL DEVELOPMENT WORKSHOPS All workshops will be held in the Multipurpose Room in Conwell Hall located on the 1st floor unless stated otherwise. **Please check back periodically for any updates and changes to the workshop schedule. The Center for Teaching & Learning is currently working to finalize the Spring 2017 workshop schedule.  We ask that you please mark your calendars for the dates listed below.  January 24, 2017  A Crash Course in Course Evaluations   11:00am – 11:50am January 31, 2017  Peer Evaluations Observations in Teaching 11:00am – 11:50am February 16, 2017   Blackboard Grade Center #1  Registration Open until February 10, 2017 CLICK HERE to REGISTER   11:00am – 1:00pm February 21, 2017   Self Evaluation of Teaching   February 28, 2017 Blackboard Collaborate ULTRA #1 Registration Open until February 18, 2017 CLICK HERE to REGISTER 11:00am – 1:00pm March 2, 2017 Integrated Studies Workshop   March 16, 2017     Blackboard Grade Center #2 Registration Open until March 10, 2017 CLICK HERE to REGISTER    11:00am – 1:00pm March 21, 2017    Mini Grant Presentation: The Graphic Syllabi, Dr. Susmita Roye   March 28, 2017 Blackboard Collaborate ULTRA #2  Registration Open until March 17, 2017 CLICK HERE to REGISTER 11:00am – 1:00pm March 30, 2017  Learner Centered Teaching 11:00am – 1:00pm April 4, 2017 TBA 11:00am – 1:00pm April 6, 2017 Bloom’s Taxonomy: A Classroom Benefit 11:00am – 1:00pm April 13, 2017   Blackboard Grade Center #3   Registration Open until April 7, 2017 CLICK HERE to REGISTER    11:00am – 1:00pm April 20, 2017 Blackboard Collaborate ULTRA #3  Registration Open until April 14, 2017 CLICK HERE to REGISTER 11:00am – 1:00pm April 25, 2017  Classroom Technology Training 11:00am – 11:50am May 5, 2017 Promotion & Tenure 11:00am – 1:00pm                                              Session #1                                        Session #1 February 16, 2017  11:00am-1:00pm                        February 28, 2017  11:00am-1:00pm  CLICK HERE to REGISTER                           CLICK HERE to REGISTER Registration Open until February 10, 2017                                      Registration Open until February 18, 2017 Session #2                                              Session #2       March 16, 2017 11:00am-1:00pm                      March 28, 2017 11:00am-1:00pm CLICK HERE to REGISTER                            CLICK HERE to REGISTER Registration Open until March 10, 2017                                       Registration Open until March 17, 2017 Session #3                                          Session #3 April 13, 2017 11:00am-1:00pm                  April 20, 2017 11:00am-1:00pm CLICK HERE to REGISTER                             CLICK HERE to REGISTER Registration Open until April 7, 2017                       Registration Open until April 14, 2017                  Mini-Grant Opportunities ONLINE STUDENT COURSE EVALUATIONS Effective Spring 2016 The Center for Teaching & Learning will manage online Student Course Evaluations. CLICK HERE to request an electronic copy your evaluations results for semesters prior to Fall 2016 CLICK HERE TO LOGIN INTO BLUE   20-Minute Mentor Commons The Center for Teaching and Learning would like to offer quick solutions to common classroom challenges with the 20 Minute Mentor Commons Video Library from Magna Publications. These brief videos offer proven strategies in 20 minutes or less.  These videos are accessible from any device and can be viewed from the comfort of your home or office.  In order to enjoy the videos listed for this digital library, members must sign up for their FREE subscription.  Please click on the link to sign up. 20 Minute Mentor Video Listing  Magna Subscription Instructions THE CTL CELEBRATES DSU FACULTY Several faculty members have been busy at work incorporating best practices in teaching to their existing courses. Between strategies such as Flipped Classrooms to Problem Based Learning, DSU faculty have done an outstanding job in exploring and experimenting with various teaching strategies. We were happy to have DSU well represented at University of Delaware’s Problem Based Learning Institute this past January. A big CTL thank-you to those faculty members who gave up three days of their holiday break to attend the Institute. The Center for Teaching and Learning applauds the following faculty members for their efforts: Dr. Cara Gomez, Department of Movement Science Utilizing Technology to Engage Students Dr. Rachel Pulverman, Department of Psychology  Flipped Classroom Model Dr. Brody Bluemel, Department of English and Foreign Languages Problem Based Learning Concept Map  Problem Based Learning Peer Review Dr. Joseph Fees, Department of English and Foreign Languages  Problem Based Learning- Fees Dr. Nicola Edwards-Omelewa, Department of Mathematical Sciences – Utilizing Technology and Problem Based Learning Dr. Delayne Johnson, Department of Mathematical Sciences– Utilizing Technology and Problem Based Learning PBL Delayne Johnson Dr. Karl Miletti, Department of Biological Sciences- Problem Based Learning Dr. Nancy Ning, Department of Accounting and Finance Gaming & Problem Based Learning        

Dates & Events

January 24, 2017              
A Crash Course in Course Evaluations                                 
11:00am – 11:50am
January 31, 2017 
Peer Evaluations Observations in Teaching
11:00am – 11:50pm                                                                                                                                 
February 16, 2017           
Blackboard Grade Center #1                                                      
11:00am – 1:00pm
Registration Open until February 10, 2017
February 21, 2017           
Self-Evaluations in Teaching
11:00am – 11:50am
February 28, 2017           
Blackboard Collaborate ULTRA #1                                           
11:00am – 1:00pm
March 2, 2017                  
Integrated Studies Workshop
11:00am – 11:50am
March 16, 2017                 
Blackboard Grade Center #2                                                     
11:00am – 1:00pm
Registration Open until March 10, 2017
March 21, 2017                 
Mini Grant Presentation: The Graphic Syllabi, Dr. Susmita Roye
11:00am – 11:50am
March 28, 2017                 
Blackboard Collaborate ULTRA #2                                          
11:00am – 1:00pm
March 30, 2017                 
Learner Centered Teaching
11:00am – 11:50am
April 4, 2017                       
11:00am – 11:50am
April 6, 2017                       
Bloom’s Taxonomy: A Classroom Benefit
11:00am – 11:50am
April 13, 2017                    
Blackboard Grade Center #3                                                     
11:00am – 1:00pm
Registration Open until April 7, 2017
April 20, 2017                    
Blackboard Collaborate ULTRA #3                                       
11:00am – 1:00pm
Registration Open until April 14, 2017
April 25, 2017                    
Classroom Technology Training                                               
11:00am – 11:50am
May 5, 2017                       
Promotion & Tenure    
11:00am – 1:00pm

Dr. Rebecca Fox-Lykens, Director 

Dr. Rebecca Fox-Lykens







Promotion &
Tenure Tip Sheet

2015-2016 Teaching Manual

New Faculty Orientation 2015 University College Presentation

Assessment Data Collection System (ADCS) NFO 2015



Delaware Mathematics Coalition

Marylad & Delaware MADE CLEAR