Jillian Kinzie, Ph.D. 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); One Size Does not Fit All: Traditional and Innovative Models of Student Affairs Practice, Second Edition (2014), and Student Success in College (2005/2010). She is co-editor of New Directions in Higher Education, is on the editorial board of Innovative Higher Education and the Journal of Postsecondary Student Success, and serves on the boards of the Washington Internship Institute and the Gardner Institute for Excellence in Undergraduate Education. She is a peer reviewer for several accreditors and regularly consults with colleges and universities about assessment, effective educational practice, inclusive excellence, high-impact practices, and support for student success.

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. She is currently co-PI on the Lumina Foundation funded “Assessing Quality and Equity in HIPs” and the Strada Foundation study, “Learning about Undergraduates’ Preparation for Work and Careers”.

Her scholarly interests include the assessment of student engagement, how colleges use data to improve, student and academic affairs partnerships and the impact of programs and practices to support student success, as well as first-year student development, teaching and learning in college, access and equity, and women in underrepresented fields. She has published on these topics and translated this scholarship at hundreds of institutions and higher education member organizations to increase the use of assessment results to inform improvements in undergraduate education and to enhance conditions for student success.