Assessment Leadership Academy- Faculty and Co-Facilitators

ALA participants will interact with and learn from several nationally recognized higher education leaders in interactive class sessions and one-on-one consultations.  ALA faculty may include: 

Faculty and Co-Facilitators

Amy Driscoll

Amy Driscoll was former director of teaching, learning, and assessment at California State University, Monterey Bay, where she developed an institutional approach to outcomes-based education.  Prior to that she served as the director of community/university partnerships at Portland State University, where she initiated community-based learning and community Capstones. She has presented at AAC&U conferences and the National Assessment Institute and has mentored more than 60 institutions in assessment. Her books include Taking Ownership of Accreditation: Processes That Promote Institutional Improvement and Faculty Engagement (Driscoll & Cordero de Noriega, 2006), and From Outcomes-based Assessment to Learner-centered Education (Driscoll & Wood, 2007).

Carole Huston Carole L. Huston is Special Assistant to the Vice President of Institutional Effectiveness and Strategic Initiatives at the University of San Diego, a Professor of Communication Studies, and a consultant for a number of institutions. She has served as USD's ALO and director of the Center for Educational Excellence, and participated in WSCUC accreditation review teams. In her more than 30 years of experience in higher education, Carole has researched and presented on many different facets of learning assessment at AI, AAC&U, AALHE, and WSCUC conferences, including competency assessments in general education, multi-institutional and multi-method assessment projects, integrative learning, program review, and assessing diversity and social justice in faith-based institutions. As an alumna, she currently co-facilitates the WSCUC Assessment Leadership Academy and serves as a co-chair of one of WSCUC's Community of Practice institutional teams. Carole has co-authored several articles, books and book chapters on assessment, research methods, interpersonal and intercultural communication, and she contributed to the VALUE rubrics project sponsored by ACC&U.

Guest Faculty 

Jamienne S. Studley became the sixth WSCUC President on January 1, 2018. Ms. Studley has advanced education opportunity and justice as deputy under secretary and chief counsel of the US Department of Education, President of Skidmore College and the civil rights organization Public Advocates, and associate dean of Yale Law School. A graduate of Barnard College and Harvard Law School, she taught as an adjunct at Mills College and Stanford and UC Berkeley Law Schools and served as treasurer of the American Association of Colleges and Universities (AAC&U). 

Richard WinnRichard Winn was appointed as President of the The Accrediting Commission for Community and Junior Colleges (ACCJC) in July 2017. Winn joined the staff in June 2016 as Vice President of Operations and then was appointed to serve as Interim President in December of that year. Dr. Winn worked with the WASC Senior Colleges and University Commission for 12 years, retiring in 2015 as Senior Vice President. He is also a public member of the Commission on Osteopathic College Accreditation and served for three years on the Board of Examiners of the Malcolm Baldrige National Quality Award. President Winn supports the Commission’s Executive and Eligibility Review Committees and oversees annual conference planning

Laurie Dodge serves as Vice Chancellor of Institutional Assessment and Planning, Vice Provost, and the WSCUC Accreditation Liaison Officer for Brandman University. She oversees institutional and program learning outcomes at 26 campus locations, working closely with deans and faculty in the university’s technology-supported course-embedded assessment initiative. In addition, she directs research and data-driven new program development as well as program review. With her colleagues, Laurie helped create Brandman University’s Degree Qualifications for all baccalaureate students, basing them on the Lumina-funded Degree Qualifications Profile. In 2016 Laurie was named one of the most innovative people in higher education by Washington Monthly. Read more about this honor here. Laurie received her Ph.D. in School Psychology from Ball State University and has over 25 years’ experience as a school psychologist.  Laurie is a member of the Board of Directors of the Competency-Based Education Network.  She is a graduate of the WSCUC Assessment Leadership Academy, Cohort I, and when not leading and cheering assessment initiatives, she enjoys spending time with her husband and giant Newfies on the Central Coast. 

Peter EwellPeter Ewell is the vice president at the National Center for Higher Education Management Systems (NCHEMS).  His work focuses on assessing institutional effectiveness and the outcomes of college. He has directed many projects, including initiatives funded by the W. K. Kellogg Foundation, the National Institute for Education, and The Pew Charitable Trusts. He has consulted with over 375 colleges and universities and more than 30 state or national governments. He has authored seven books and numerous articles on the topic of improving undergraduate instruction through assessment.

Kevin Grant is the Director of Student Affairs Assessment & Research at California Polytechnic University, San Luis Obispo. In this role, he leads and consults across the division towards strategic alignment and effective assessment practices. This role provides a critical vantage point straddling the curricular divide with one foot in Student Affairs and the other in the Academic Affairs. Kevin is a sought-after speaker, consultant and strengths-based coach with research interests in efficiency, strategic structures and civility. He serves NASPA as the Region VI representative for the Assessment, Evaluation and Research Knowledge Community and is regularly involved in the accreditation work of WSCUC. As a proud alumnus of the WSCUC Assessment Leadership Academy, he is honored to continue supporting and serving the assessment community.

Cyd JenefskyCyd Jenefsky is Vice Provost for Strategy and Educational Effectiveness at the University of the Pacific, where she oversees academic strategic planning, academic portfolio development, evaluation of academic quality, and institutional accreditation. She consults widely with universities to assist with strategic planning and organizational development to adapt to the changing landscape of higher education. Her many years of work with WSCUC includes serving on review teams, co-facilitating workshops on outcomes-based program review, mentoring at assessment workshops, serving on the task force on the Changing Ecology of Learning in Higher Education, co-authoring the WASC Resource Guide for ‘Good Practices’ in Academic Program Review, and newly serving on the Eligibility Review Committee. She previously served as Professor and Associate Vice President for Academic Affairs at John F. Kennedy University. As a faculty member, she spearheaded university diversity initiatives and designed or directed academic programs in multicultural studies, women’s studies, and social ecology at the University of Georgia and JFKU. She received her BA from UC-Davis and her MA and PhD in Communication Arts from the University of Wisconsin-Madison.

Adriana KezarAdrianna Kezar is associate professor for higher education at the University of Southern California.  Previously she served as editor of the ASHE-ERIC Higher Education Report Series and as an administrative associate for the vice president for student affairs and as a coordinator for the Center for Research on Learning and Teaching at the University of Michigan. She has published a number of books, including Organizing for Collaboration (Jossey-Bass), Rethinking Leadership Practices in a Complex, Multicultural and Global World (Stylus Press), and Creating Organizational Learning in Higher Education (Jossey-Bass); she serves on the editorial boards of The Journal of Higher Education, The Journal of College Student Development, Change, and The ERIC Review.

Jillian KinzieJillian Kinzie is the associate director, Indiana University Center for Postsecondary Research and the NSSE Institute for Effective Educational Practice, coordinates research and project activities to facilitate the use of student engagement data to promote educational effectiveness. She co-authored Student Success in College: Creating Conditions that Matter (2005); One Size Does Not Fit All: Traditional and Innovative Models of Student Affairs Practice (2006), and Piecing Together the Student Success Puzzle (2007); she also serves on the editorial board of the Journal of College Student Development, on the Board of Contributors of About Campus, and on the Advisory Board of the National Resource Center for the First Year Experience.


Susan Platt, the former Executive Director of Assessment in the Division of Student Affairs at California State University, Long Beach (CSULB), where she worked for twenty years before retiring in 2017. At CSULB, she led a team of eight assessment facilitators who worked with student affairs units to conceptualize and implement comprehensive assessment activities that aligned with institutional learning goals. She also taught Research Methods in Education in the College of Education for more than a decade. Susan has offered numerous workshops at NASPA national conferences and the WSCUC ARC related to assessment practices and partnerships. Her most recent publication appeared in NILOA, where she co-authored a viewpoint pertaining to working with academic affairs to scaffold student learning outcomes. Susan now serves as a WSCUC peer reviewer and a guest faculty member of WSCUC’s Assessment Leadership Academy (ALA). She is a proud alumna of the ALA and earned her Ph.D. in Higher Education from UCLA.  

Kathleen Blake Yancey is the Kellogg W. Hunt Professor of English at Florida State University, directs the FSU graduate program in Rhetoric and Composition Studies. She is the author, editor or co-editor of ten scholarly books—including Assessing Writing across the Curriculum (1997), Reflection in the Writing Classroom (1998), and Electronic Portfolios 2.0-- and over 70 chapters and refereed articles. Much of her work focuses on reflection, portfolios, assessment, and the implications of new media and Web 2.0 for learning, teaching, and assessment. With Barbara Cambridge and Darren Cambridge, she co-directs the International Coalition for Electronic Portfolio Research (, which has brought together 60 institutions worldwide to document the learning that takes place inside and around electronic portfolios.