Dr. Susan J. Hillman SoTL Mini-Grant Recipients

Susan HillmanThe Dr. Susan J. Hillman SoTL Faculty mini-grants are named in honor of the founding director of UNE’s Center for the Enrichment of Teaching and Learning. Susan Hillman was a full professor in the Education Department at the University of New England. She received her Ph.D. from Indiana University in Curriculum and Instruction and began her career in higher education in 1983, focusing on the areas of science pedagogy, mathematics pedagogy, school law, and general curriculum and instruction methodology. In 2014 she brought her passion for teaching and learning to the Center for the Enrichment of Teaching and Learning as its founding director. She advanced the mission of the center and increased faculty engagement with the scholarship of teaching and learning through the development of the faculty mini-grant program.


2017-18 Recipients

Utilizing competency-based models to design applied practice experiences for the graduate level Public Health students

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Titilola Balogun
College of Graduate and Professional Studies

richard parent
Richard Parent 
College of Graduate and Professional Studies

Sharla Willis
College of Graduate and Professional Studies

Exploration of the educational benefits of team presentations by student participants of the "supervised student inter-professional pain clinic"

ling cao
Ling Cao
​College of Osteopathic Medicine

 

 

 

Correlating Pharmacy students' stress levels with their stress perception and performance

gurkishan
Gurkishan S. Chadra
College of Pharmacy

srindi mohan
Srindi Mohan
College of Pharmacy

wallace marsh
Wallace Marsh
College of Pharmacy


 

Developing Interprofessional Compentency through Collaborative Simulation Experiences

lane clarke
Lane Clarke
Department of Education, College of Arts and Sciences

audrey bartholomew
Audrey Bartholomew
Department of Education, College of Arts and Sciences

caryn husman
Caryn Husman
Department of Occupational Therapy, Westbrook College of Health Professions

cyndi amato
Cyndi Amato
​Department of Social Work, College of Arts and Sciences

caroline beals
Caroline Beals​Department of Occupational Therapy, Westbrook College of Health Professions

Brilliant, just can't talk to anyone:  Does unrecognized autism disorder contribute to sub optimal physician communication?

Stuart N. Damon 
College of Osteopathic Medicine

 

 

 

Student competency in taking dental impressions fo patients with Parkinson Disease

yang kang
Yang Kang
College of Dental Medicine

 

 


 

Efficacy of strategies to promote academic success for academically at-risk accelerated Bachelor of Science Nursing students

debra kremlich
Debra Kramlich
​Department of Nursing, Westbrook College of Health Professions

dlh
Dana Law-Ham
Department of Nursing, Westbrook College of Health Professions

kh
Kristin Holt
Department of Nursing, Westbrook College of Health Professions

Nora Krevans
Learning Specialist
Student Academic Success Center

The effectiveness of the immediate feedback assessment technique in improving pre-lecture preparation and course success

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Patricia Long
Department of Psychology, College of Arts and Sciences

 

 

Investigating emotional intelligence, empathy, and teamwork experience in first-year medical students

ling cao
Ling Cao
​​College of Osteopathic Medicine

Celia Mantovani
​College of Osteopathic Medicine

Kathryn Thompson
​College of Osteopathic Medicine

Douglas Spicer 
​College of Osteopathic Medicine

The effects of note-taking on learning and retention

Douglas Spicer
​College of Osteopathic Medicine

Kathryn Thompson
​College of Osteopathic Medicine

 

 


Past Recipients

2016-17

  • Evaluating the impact of service learning affiliations on compassion in undergraduate students
    • Caroline Beals, Department of Occupational Therapy, Westbrook College of Health Professions
  • Tacit knowledge and transfer: A qualitative study of ENG110/SAS 011 participants
    • Eric Drown, Developmental Writing Supervisor, Student Academic Success Center
    • Michael Cripps, English Department, College of Arts and Sciences
  • Management of dental anxiety in a university dental clinic
    • Yang Kang, College of Dental Medicine
  • A cross-sectional study of dental students’ learning approaches across first, second, third and fourth years using the ASSIST questionnaire
    • Takshi Komabyashi, College of Dental Medicine
    • Wallace Marsh, College of Pharmacy
  • Identification of academically at-risk accelerated Bachelor of Science in Nursing students to support development of strategies to promote academic success
    • Debra Kramlich, Dana Law-Ham, and Judith Belanger, Department of Nursing, Westbrook College of Health Professions
    • Nora Krevans, Learning Specialist, Student Academic Success Center
  • Does reflective writing increase medical students’ emotional
    • David Mokler, College of Osteopathic Medicine
    • Jenifer Van Deusen, College of Osteopathic Medicine
  • Evaluation of concept mapping as a tool to promote cognitive integration
  • Flipping problem-based learning on its head: Creating more dynamic learning experiences through the inverted classroom model
    • Jennifer Stiegler-Balfour, Department of Psychology, College of Arts and Sciences
  • Is Dental Hygiene Education meeting the mark? A look at leadership frames
    • Courtney Vannah, Department of Dental Hygiene, Westbrook College of Health Professions

2015-16

  • Effectiveness of educating medical professionals in managing chronic pain patients through a supervised student inter-professional pain clinic: A case study
    • Ling Cao, College of Osteopathic Medicine
  • Assessing curricular reinforcement of pharmacy compounding skills
    • Gurkishan Singh Chadha, College of Pharmacy
    • Srinidi Mohan, College of Pharmacy 
  • Use of iPad Pro technology to enhance teaching and learning in anatomy: From blended on-campus teaching to field experiences in a travel course
    • Kaushik Dutta, Department of Biology, College of Arts and Sciences
    • Mary Schwanke, College of Graduate and Professional Studies
  • Curriculum setting and pre-clinical dental students’ stress level
    • Yang Kang, College of Dental Medicine
  • Correlation between clinical competency exams and didactic exams in Simulation Endodontic Clinic course for second year dental students
    • Takashi Komabyasi, College of Dental Medicine
  • Active and engage presenter
    • Joe Simard, Chemistry and Physics Department, College of Arts and Sciences
  • Identification and intervention for students “at risk” in Osteopathic Medical Knowledge I
    • Kathryn Thompson, College of Osteopathic Medicine
    • Douglas Spicer, College of Osteopathic Medicine
    • Rebecca Rowe, College of Osteopathic Medicine