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 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 L. Huston is an Associate Provost and Accreditation Liaison Officer at the University of San Diego, and a consultant for a number of institutions. She is the former director of USD’s Center for Educational Excellence and a Professor of Communication Studies. In her more than 30 years of experience in higher education, Carole has researched and presented on many different facets of learning assessment at AAC&U 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. She is a graduate of the WSCUC Assessment Leadership Academy. As a member of the student achievement task force for WSCUC, her current work focuses on transparency and communication of student learning. Carole has co-authored several books and book chapters on research methods, interpersonal and intercultural communication, and contributed to the VALUE rubrics project sponsored by ACC&U.
Richard Winn joined the Accrediting Commission for Community and Junior Colleges, Western Association of Schools and Colleges (ACCJC) as Vice President of Operations in June of 2016. The Commission appointed him to serve as Interim President in December of that year. In the 12 years prior to joining the Commission, Dr. Winn worked with the WASC Senior Colleges and University Commission, 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.
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 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 Assistant Dean of Student Development and Special Appointment Faculty member at Biola University. In this role, he leads the divisional assessment efforts, supervises the Biola University Learning Center (Tutoring & Disability Student Services), office of Student Communications, Academic Support Courses and Co-leads the Student Assessment Scholars program. This role provides a critical vantage point straddling the curricular divide with one foot in Student Affairs and the other in the academic house. Kevin is a sought after speaker, strengths-based coach and part-time faculty at CSUF teaching Intro to Educational Research & Assessment. As a proud alumnus of the WSCUC Assessment Leadership Academy, Cohort VI, he is honored to continue supporting and serving the assessment community.
Cyd 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.
Adrianna 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 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.
Mary Ellen Petrisko became the fifth WASC President on September 1, 2013. Dr. Petrisko has extensive experience in institutional academic leadership, regional accreditation and state policy. Before joining WASC she served as vice president of the Middle States Commission for Higher Education, where she served as the liaison to approximately 80 institutions including public, private, and for-profit colleges and universities. She is a former deputy secretary of higher education for the Maryland Higher Education Commission and vice president for academic affairs at the University of Maryland University College. Petrisko also served as academic vice president of the Tai Sophia Institute (now the Maryland University for Integrative Health) and taught for several years in the philosophy department of the University of Nijmegen in the Netherlands. She holds a Ph.D. in Philosophy from Boston University.
Susan Platt, Ph.D. is the Executive Director of Assessment in the Division of Student Affairs at California State University, Long Beach. In this capacity, she leads a team of eight assessment facilitators who work with student affairs units to conceptualize and implement comprehensive assessment activities that align with institutional learning goals. Susan is also on the leadership team of NASPA’s Knowledge Community “Student Affairs Partnering with Academic Affairs” and has recently offered numerous workshops at NASPA national conferences and the WSCUC ARC related to assessment 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 is an adjunct faculty member in the College of Education at CSULB and teaches graduate level courses in quantitative research methods. She is a proud alumna of the WSCUC Assessment Leadership Academy, Cohort V.
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 (ncepr.org), which has brought together 60 institutions worldwide to document the learning that takes place inside and around electronic portfolios.