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 currently mentors a Community of Practice and continues coordination of Carnegie's classification of community-engaged institutions.  She has presented at WSCUC's Academic Resource Conference, 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. StudleyJamienne 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 was a public member of the Commission on Osteopathic College Accreditation for nine years 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 new initiatives and innovation at the agency. 

Laurie Dodge, Vice Chancellor Institutional Assessment & Planning and Vice Provost at Brandman University, served as a key leader in the building of Brandman’s undergraduate and graduate direct assessment competency-based education programs.  Dr. Dodge is the WASC Senior University and College Commission (WSCUC) Accreditation Liaison Officer for Brandman University and serves on the WSCUC Substantive Change Committee. At the national level, Dr. Laurie Dodge has participated in CBE related initiatives including Comprehensive Learner Record, QA Commons Essential Employability Qualities Certification, and Credential Engine (Higher Education Advisory Group).   Dr. Dodge has presented nationally and internationally on CBE and her expertise are in assessment, curriculum development, accreditation, and academic policy. Laurie co-authored a book titled “A Leader’s Guide to Competency-Based Education:  From Inception to Implementation” (Bushway, Dodge, & Long, 2018). Dr. Dodge is the inaugural and Past President of the Board of Directors for the Competency-Based Education Network (C-BEN).  In 2016, Dr. Laurie Dodge was named one of the “The Sixteen Most Innovative People in Higher Education” by Washington Monthly. Read more about this honor here. 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 hiking in the big beautiful world and on the Central Coast. 

Peter EwellPeter Ewell is President Emeritus of the National Center for Higher Education Management Systems (NCHEMS).  A member of the staff since 1981, Dr. Ewell’s work focuses on assessing institutional and higher education system effectiveness and the outcomes of college, and involves both research and direct consulting with institutions and state systems on collecting and using assessment information in planning, evaluation, and budgeting.  He has directed many projects on this topic, including initiatives funded by the W. K. Kellogg Foundation, the National Institute for Education, the Consortium for the Advancement of Private Higher Education, the Lumina Foundation, the Bill and Melinda Gates Foundation, the Spencer Foundation, and the Pew Charitable Trusts.  In addition, he has consulted with over 425 colleges and universities and thirty-six state systems of higher education on topics related to performance indicators and the assessment of student learning.  Dr. Ewell has authored or co-authored eight books and numerous articles on the topic of improving undergraduate instruction through the assessment of student outcomes.  In addition, he has prepared commissioned papers for many state agencies and national organizations.  A graduate of Haverford College, he received his Ph.D. in Political Science from Yale University in 1976 and was on the faculty of the University of Chicago. 

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 institutional efficiency, strategic structures/planning 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 and educational programs of WSCUC.  Additionally, Kevin serves as the assessment and research lead for WITH US: The National Center for Peer Accountability and author of the Bystander Intervention Benchmark Study.  He has taught graduate research methodologies through Cal State Fullerton (most recently in Shanghai, China) and regularly presents in regional and national conferences. 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.

Adrianna KezarAdrianna Kezar Professor for Higher Education, University of Southern California and co-director of the Pullias Center for Higher Education. Dr. Kezar is a national expert of student success, equity and diversity, the changing faculty, change, governance and leadership in higher education. Kezar is well published with 18 books/monographs, over 100 journal articles, and over a hundred book chapters and reports. Recent books include: Envisioning the faculty of the 21st century (2016, Routledge), How Colleges Change (2013) (Routledge Press), Enhancing Campus Capacity for Leadership (Stanford Press, 2011) and Organizing for collaboration (Jossey Bass, 2009). She is the project director for the Delphi Project on the changing faculty and student success and was just awarded a grant from the Teagle Foundation to reward institutions that better support faculty and create new faculty models. 

Jillian Kinzie is Associate Director, Center for Postsecondary Research and the National Survey of Student Engagement (NSSE) Institute, Indiana University School of Education. She conducts research and leads project activities on effective use of student engagement data to improve educational quality and issues of teaching and learning, and serves as senior scholar with the National Institute for Learning Outcomes Assessment (NILOA) project. She is co-author of Assessment in Student Affairs (2016); Using Evidence of Student Learning to Improve Higher Education (2015); Student Success in College (2005/2010); One Size Does Not Fit All: Traditional and Innovative Models of Student Affairs Practice (2006), and Piecing Together the Student Success Puzzle(2007). She is co-editor of New Directions in Higher Education and serves on the boards of the Washington Internship Institute, and the Gardner Institute for Excellence in Undergraduate Education. Kinzie earned her PhD from Indiana University in higher education with a minor in women’s studies. Prior to this, she served on the faculty of Indiana University and coordinated the master’s program in higher education and student affairs. She also worked in academic and student affairs at Miami University and Case Western Reserve University.

Yves Labissiere is an associate professor at Portland State University. A social psychologist by training, he teaches classes and conducts research on the psychology of oppression and empowerment, diversity and learning, inter and intra-group relations and conflict. For the past 20 years, he has researched and developed a set of assessment and pedagogical interventions for supporting student transition to higher education focusing on engaging and changing self-perceptions and beliefs that inform and shape identity and motivation. He has years of experience conducting fieldwork with vulnerable populations: immigrants, refugees, and Black populations in Miami, New York and Portland. Dr. Labissiere recently finished a Pew Funded project examining ethnic difference in civic engagement among African Americans, Cuban, Jamaicans, Haitians, and European Americans and the role that faith and religion played. As the Chair of the Institutional Assessment Council, Yves lead a campus wide initiative to develop campus leaning outcomes and to bolster campus-wide assessment. Yves received a BA from Yale, and a doctorate in Psychology from the University of California at Santa Cruz. He is an experienced assessment specialist and program evaluator and serves as a faculty member in the AAC&U Institute on General Education and Assessment.

Jose F. Moreno is an Associate Professor of Latino Education & Policy Studies and past Chair of the Chicano & Latino Studies Department at California State University, Long Beach. A graduate of UC Irvine and the Harvard Graduate School of Education, Dr. Moreno is a widely published author in the field of educational access, equity and evaluation including an edited volume titled The Elusive Quest for Quality: 150 Years of Chicano/a Education published by the Harvard Education Review Publishing Group. He is a past Co-Chair of the Editorial Board of the Harvard Educational Review and researcher for the Harvard University Civil Rights Project. Dr. Moreno sits on a number of advisory councils including the National Action Council for Minorities in Engineering (NACME); Association of American Colleges & Universities (AAC&U) Making Excellence Inclusive; and the Western Association of Schools & Colleges (WASC) Student Success Task Force; and serves as a faculty member in the AAC&U Institute for General Education and AssessmentDr. Moreno currently serves on the Anaheim City Council and served two terms on the Board of Education for the Anaheim City School District, and sits on the Board of Directors for the Orange County Community Housing Corporation. In 2018 Dr. Moreno was honored as the California State LULAC Man of the Year and in 2017 recognized with a “New American Hero” award by the New American Leaders Project.

Dan Shapiro is Director of Teaching, Learning, and Assessment (TLA) at California State University, Monterey Bay (CSUMB). He has over 20 years of experience using course-, program-, and institution-level assessment to increase student learning. As a graduate student he received professional development in teaching and learning offered by Cornell University’s nationally recognized Knight Writing Program and later coordinated its writing in the majors program for biological sciences. As a CSUMB faculty member he was a faculty associate for TLA under founding director Dr. Amy Driscoll, contributed to the institution’s work for initial WSCUC accreditation, founded the environmental studies degree program and facilitated its annual program assessments, and led CSUMB’s first institution-level assessment of critical thinking. He has published and presented on learning and assessment in senior capstone, writing intensive critical thinking courses, ethics, and service learning. Since becoming TLA’s director in 2014 his work has included accreditation, using institution-level assessment to increase student achievement of the core competencies, engaging faculty in assessment, implementing evidence-based pedagogies, integrating curricular and co-curricular learning and assessment, and promoting institutional wellness. He has completed the WSCUC Assessment Leadership Academy (ALA), coordinates the ALA mentoring program, and is an ALA mentor. He has presented his work at AAC&U and WSCUC conferences.

Kathleen Blake Yancey is the Kellogg W. Hunt Professor of English and Distinguished Research Professor at Florida State University. She is the author, editor or co-editor of fifteen scholarly books—including Assessing Writing across the Curriculum (1997), A Rhetoric of Reflection (2016), Electronic Portfolios 2.0 (2009), and ePortfolio-as-Curriculum: Models and Practices for Developing Students’ ePortfolio Literacy (forthcoming 2019)-- and over 100 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 has co-directed 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.