Lori Allen is an Associate Professor of Chemistry and serves as chair of the General Education Committee and as a member of the Committee for Teaching Learning. Previously she served as Director of General Education and as Interim Academic Co-Director for the First Year Experience Program. She is an chemist by professional training with interests in trace metal analysis. Her educational interest is assessing student learning in the laboratory classroom.

Dr. Robin Anderson is a professor and practitioner in the Center for Assessment and Research Studies. Additionally, Dr. Anderson serves as the Associate Director of the Center. Previous to serving at JMU, Dr. Anderson worked with the Virginia Community College System where she coordinated the System's core competency assessments in response to a State Council of Higher Education of Virginia mandate. In her role she served on several state-level taskforces. In addition, she started the Journal of Research and Practice in Assessment. She currently serves as the President of the Virginia Assessment Group.

Amy Bechtol is the Executive Director CVCC Center for Teaching Excellence and Research, Quality Enhancement Project Director, and Psychology Instructor at Catawba Valley Community College, Hickory, NC.

Alan Belcher is associate professor of information technology at the University of Charleston and Assistant Provost for Instruction and Technology and has served as the university's registrar, director of institutional research, and chief assessment officer. He has a PhD in higher education with emphases in instructional design and assessment. Alan directs professional development activities at the University of Charleston including work on classroom and institutional assessment, increasing faculty and student use of technology in class, and the improvement of in-class practices with faculty. He presents regularly at national conferences on teaching, learning, assessment, and institutional change. He is a regular consultant to institutions of higher education across the United States and in the Pacific.

Cassandra Marshburn Bell is a Biology Instructor at Winthrop University. Currently, she instructs and coordinates non-major Biology courses and supervises the Secondary Education Biology Program. Additionally, she co-coordinates the Biology Department Undergraduate Assessment Program and coordinates the Biology Teacher Education Assessment Program for National Council for Accreditation of Teacher Education/National Science Teacher Association accreditation. She has served on several Education committees dedicated to developing assessment tools applicable to all education programs at the University. She is currently working on developing assessment tools for use in the non-major biology courses for Winthrop's general education program. She obtained a MS in Biology at Winthrop University.

As Coordinator of Undergraduate English Studies at Kennesaw State University, Dr. Martha F. Bowden oversees assessment of the undergraduate programs. She has taught the Gateway and the Senior Seminar courses, as well as freshman composition and classes in both Eighteenth-Century Studies and historical fiction. In her spare time, she is writing a book about the depiction of the eighteenth century in contemporary historical fiction, and the place of these texts in the literary history of the genre.

Dr. Ellen Boylan has been engaged in research to illuminate the connection between institutional mission and student learning environment since 2003. What began then as a mere interest in developing a simple method of assessing mission effectiveness at Dr. Boylan's own institution, Marywood University, to prepare for an accreditation self study, has since evolved into a study that by the end of 2008 will include almost 100 colleges and universities across the United States in consortium research on mission. At present, research is underway to develop from consortium data yet another process indicator, the Mission Engagement Index (MEI), which will allow institutions to compare predicted versus actual outcomes on mission items.

Marilee J. Bresciani, Ph.D. is Associate Professor of Postsecondary Education Leadership at San Diego State University, where she coordinates the masters in Student Affairs/Services in community colleges and higher education, the certificate in institutional research, planning, and assessment, and the masters and doctorate in community college leadership. The curriculum at San Diego State University emphasizes student learning centeredness, integration of the curricular and co-curricular learning paradigms, and analysis, planning, and responsible practice of leaders in a socially just and global environment.

Dr. Bresciani's research focuses on the evaluation of student learning and development. She uses grounded theory to explore how systems and processes contribute to student learning centeredness, which includes the study of leaders' roles in these systems and processes.

Dr. Bresciani has held faculty and higher education administration positions for over 20 years. In those positions, she has conducted enrollment management research, quantitative and qualitative institutional research, course-embedded assessment, and academic and administrative program assessment. Previously as Assistant Vice President for Institutional Assessment at Texas A&M University and as Director of Assessment at North Carolina State University, Dr. Bresciani led university-wide initiatives to embed faculty-driven outcomes-based assessment in the curriculum. She has led reforms in outcomes-based assessment program review, assessment of general education, quality enhancement, and assessment of the co-curricular. Dr. Bresciani has been invited to present and publish her findings on assessment and is a leading author of five books on assessing student learning and outcomes-based assessment program review. Dr. Bresciani has developed and delivered several courses on assessment of student learning, and serves on the editorial board of the NASPA Journal. She is a reviewer for the Australian Quality Assurance Agency and is also a managing partner in an international assessment and enrollment management consulting firm.

Dr. Bresciani holds a Ph.D. in Administration, Curriculum, and Instruction from the University of Nebraska and a Masters of Arts in Teaching from Hastings College.

Associate Professor Ronald E. Brown, Wayne State University, teaches the Introduction to American Government course in which CoAmerica Scholars annually enroll. He is involved in the development of a CoAmerica learning community that will be established in the fall 2009 term. In addition to teaching American Government, Professor Brown teaches African American Politics and Religion and Politics.

Professor Brown has given presentations at the 2008 and 2009 Student Academic Summit conferences and the American Political Science Association about teaching and learning. He is co-presenting with Howard Shapiro, Associate Vice President, William Hill from Education, and Michelle Bruner from the Academic Success Center about the challenges of establishing learning communities.

Michelle Hunt Bruner is Interim Director of the Academic Success Center at Wayne State University and Coordinator of academic programs for the university's new student program. She oversees management of the Comerica Scholars Learning Community and facilitates a comprehensive training program for the institution's peer mentors and success coaches. In these roles and as a member of Wayne State University's First-Year Experience Seminar committee, she collaborates with faculty and staff on learning and assessment.

As one of the Co-Founders of LiveText, Robert Budnik has over 25 years of successful business experience. Prior to his involvement with LiveText, he founded BSCSoft, a successful internet software tool company. Robert also has held numerous key management, marketing, and sales positions at several major software companies. He is a graduate of Benedictine University with a degree in business and economics.

Mike Carter is Professor of English and Associate Dean of the Graduate School at NC State. He has played an integral role on his campus in developing and implementing assessment of undergraduate programs, general education, and graduate programs. His is the author of Where Writing Begins: A Postmodern Reconstruction and many articles in the field of writing and rhetorical theory. He has also been principal investigator on two NSF grants to develop online instructional materials to help students write better lab reports.

Cheryl Cates is an Associate Professor that has worked with cooperative education students since 1990. Cates holds a Master of Business Administration degree has co-authored Learning Outcomes, the Educational Value of Cooperative Education, as well as chapters for the Handbook for Research in Cooperative Education and Internships and the International Handbook for Cooperative Education. Cates is principle investigator on a grant from the United Stated Department of Education's Fund for the Improvement of Postsecondary Education to Develop a Corporate Feedback System for Use in Curricular Reform. She is currently pursuing a Ph.D. from Union Institute and University.

Kettil Cedercreutz came to the US from Finland as an Engineering Technology faculty member at the University of Cincinnati. Cedercreutz is now the Associate Provost and Director of UC's cooperative education program. Cedercreutz holds a Ph.D. from Union Institute and University and a Master's degree from Helsinki University of Technology. He has conducted pedagogic studies at the Center of Pedagogic Training for Lecturers at Institutes of Technology, Tampere and graduate studies in Computers in Manufacturing at Helsinki University of Technology. Cedercreutz is the co-principle investigator on the FIPSE grant, "Developing a Corporate Feedback System for Use in Curricular Reform."

Dr. Benjamin Coulter, Manager of System Implementations, leads TaskStream's implementation and education initiatives in North Carolina and the Southeast.

Ben came to TaskStream from Western Carolina University where he served for 14 years as Director of Instructional Technology and Assistant Professor of Educational Leadership in the College of Education. His work at Western involved the design and programmatic integration of instructional technology systems, practices and policies throughout programs offered at the university. He served on curriculum, leadership and assessment committees at the college, university and UNC-system levels, and lead collaboration efforts in instructional technology with regional institutions of higher education. He has also taught courses and directed practicum and internship experiences at the undergraduate, masters and doctoral levels.

Dr. Coulter earned his bachelor's degree from Idaho State University, his master's degree from Western Carolina University, and his doctoral degree from North Carolina State University. He is also retired from the United States Army as a Major in Military Intelligence.

Dr. Louann Hofheins Cummings has a BA in economics, an MBA, CPA, and doctorate in management from Case Western Reserve University. She is currently a Professor of Business at The University of Findlay and teaches undergraduate and MBA accounting and leadership courses. Additionally she is the Institutional Assessment Chair, led the University Self-Study (2001-2004), has chaired the Assessment and Accreditation Committee, has been an ex-officio member of the Program Assessment Committee since 2005, is currently the general education liaison, and has made many assessment presentations (both on campus and at various regional conferences) over the past several years.

Bambi Douma is the Director of the MBA Program at The University of Montana School of Business Administration. Dr. Douma received her PhD in Management from the University of Arizona. The Deborah Doyle McWhinney Faculty Fellow, she joined the UM School of Business Administration in 2003 and teaches management and organizational behavior and leadership and motivation at both the graduate and undergraduate levels. Dr. Douma's main research interests include social networks, including the role that networks play in capitalizing on opportunities, and a variety of gender issues. Dr. Douma chairs the MBA Curriculum, Admission, and Assessment Committee.

Roger E. Drake is Associate Professor of Theater at North Carolina Wesleyan College and a member of the General Education Committee. His B.A. is from Ohio Wesleyan University. His M.F.A. is from Ohio University. Former member of a city council. His B.A. is from The University of North Carolina. His M.A. is from N.C. State University. His M.S. is from N. C. State University. His Ed.D. is from N. C. State University.

Debbie Driscoll, associate vice president for institutional effectiveness, planning, and assessment at Lynchburg College, holds a bachelor's degree from Old Dominion University, a master's from Boston University, and is currently a doctoral student in the Educational Research Methodology program at University of North Carolina, Greensboro. She has served on the board of the Virginia Association for Management, Analysis, and Planning as well as the Virginia Assessment Group, and as a member of the Publications Committee for the National Council of Measurement in Education.

Dr. Dunbar received his Ph.D. in Molecular Biology at Lehigh University and conducted his postdoctoral training in yeast molecular genetics and microbial biochemistry at the Yale School of Medicine. Over the past two years, he has been working collaboratively with the Stroud Water Research Center (SWRC) on accessing the health of the Valley Creek Watershed, PA. Dr. Dunbar's traditional training and area of strength is in the field of molecular genetics where he has published extensively. Dr. Dunbar and his undergraduate students are currently conducting innovative macroinvertebrate DNA bar-coding experiments to identify the insects to the species level.

Dr. Dupont currently serves as the Director of Assessment in the Division of Undergraduate Academic Programs at North Carolina State University. In this position, Dr. Dupont coordinates and supports both undergraduate academic program assessment and general education assessment. He also serves at NCSU on the Council on Undergraduate Education, which oversees the general education requirements. He has worked with faculty members to evaluate and support NSF grant-funded projects. Dr. Dupont has served on SACS On Site Evaluation Committees with responsibility for evaluating institutional assessment processes. Prior to joining NCSU, Dr. Dupont was Director of Institutional Research, Planning and Assessment and the W. O. Duvall Professor of Business at Young Harris College. He earned a B.A. in Economics from Rice University, and an M.S. and Ph.D. in Economics from Louisiana State University.

Ted Elling has an Ed.D. in Higher and Adult Education from Teachers College, Columbia University with an emphasis in Student Personnel Administration and a Master of Science Degree in Counseling and Student Development from Radford University. He is the Associate Vice Chancellor for Student Affairs at the University of North Carolina at Charlotte where his responsibilities include coordinating assessment and information technology initiatives for the division. His research interests include data integration to enable assessment and program evaluation, student retention and graduation rate issues. He currently serves as the national co-chair of the NASPA Assessment, Evaluation and Research Knowledge Community.

Donna Engelmann is Professor of Philosophy and Chair of the Philosophy Department at Alverno College, an urban liberal arts college for women in Milwaukee, WI. She received her PhD in political philosophy and a graduate certificate in alternative dispute resolution from Marquette University. Her teaching and research are in the areas of political and social philosophy, ethics, feminist theory and pedagogy. She has consulted on teaching, assessment and institutional change with faculty and administrators in colleges and universities in the US, Canada and Great Britain. She has presented workshops on teaching and assessment at conferences of the American Philosophical Association and the American Association of Philosophy Teachers, the Association of American Colleges and Universities, and the American Association of Higher Education. She is Past President of the American Association of Philosophy Teachers.

Originally from Germany, Heidi Fischer has been the Assistant Director of Academic Advising and Coordinator for International Student Services for undergraduate business majors at UNC Greensboro for close to four years. Her responsibilities include advising US students on study abroad opportunities, and coordinating the assessment activities of the Undergraduate Student Services office. Ms. Fischer has traveled throughout Europe to visit UNCG's partner schools. She has also presented at several state conferences and held a poster session at the national NAFSA conference in Washington, D.C. Ms. Fischer holds a Master of Arts in International Affairs from American University in Washington, D.C.

John Fischetti is a Professor in the Department of Educational Leadership. His work includes teaching students in an Early College, preparing high school teachers and coordinating UNCW's Educational Leadership Doctoral Program. As a teacher and leader educator, his program areas have used TaskStream for six years as part of planning, reflection and assessment processes.

Peggy Fitch, Ph.D. is a Professor of Psychology at Central College in Pella, Iowa where she teaches developmental psychology courses, a first-year-experience course on human nature, and supervises students' research. Her research interests include service-learning, intellectual development, and the development of intercultural competence. She has been interested in assessment issues since her undergraduate research where she assisted with the development of a diagnostic tool for depression in children. During her masters program in counseling and student personnel administration at the University of Maryland-College Park she worked on testing measures of intellectual development and continued much of this work during her Ph.D. in developmental psychology at the University of Kansas. Since arriving at Central in 1992 she has served as a consultant to various committees and offices charged with evaluation and outcomes assessment.

Teresa L. Flateby is Director of University Assessment for the University of South Florida. Dr. Flateby earned the baccalaureate at Capital University, and her masters and Ph.D. from USF. She was the Director of Evaluation and Testing for fifteen years prior to her appointment as the director of a new unit devoted exclusively to academic assessment. Her work in assessing writing and cognitive levels (Cognitive Level and Quality of Writing Assessment) and extensive work with other institutions on how to assess learning outcomes has been published in a variety of venues. Her book, Assessment to Foster Effective Writing and Develop Thinking (in press), is a collection of studies about assessment and its linkage to improving learning outcomes.

Albert Foderaro was the director of the Office of Career Services and Cooperative Education at CCM from 1987 to 2008 and the assistant director for twelve years prior. Actively involved in professional activities at the state, regional and national levels, Al served as president of the national Cooperative Education Association and was a member of its Board of Directors for 8 years, receiving the Dean Herman Schneider Award in 2005 in recognition of his contributions to that organization. He has spoken at regional and national conferences on career services, experiential education, and over the past six years, more than twenty-five times regionally and nationally on outcomes assessment.

Alice Forgety is an academic advisor in the College of Engineering at NC State University. She also teaches introductory engineering transfer admissions and advising. She holds a Masters degree in Economics and a Masters in Electrical Engineering from NCSU.

Dr. Fulcher is an Associate Assessment Specialist and Assistant Professor at James Madison University. Previously he served as the Director of Assessment, Evaluation, and Accreditation at Christopher Newport University in Newport News, VA and oversaw assessment, institutional research, and planning at Eastern Shore Community College. Dr. Fulcher's research often focuses on the intersection of public policy regarding student learning and the psychometrics associated with its testing. For example, he has written about the reliability of change scores in the context of value added assessment and edited an online journal about assessment issues and research.

Dr. Yi Gong is an Assistant Professor of Education at Keene State College. She has expertise in assessment and serves as co-chair of the Integrative Studies Program Assessment Subcommittee.

Jerry Greenfield is Interim Provost and Vice Chancellor at University of Wisconsin-Parkside. He served as campus liaison for the Foundations of Excellence in the First College Year, and has overseen the development of multiple initiatives designed to enhance student success, including ones focused on remedial education, general education, peer mentoring, effective orientation programs, and creating a culture of assessment to guide change. He has made presentations dealing with FY initiatives and assessment at CSRDE, AASCU Provosts meetings, and the Annual Conference on the First Year Experience.

Kay Gregory is the Department Head for Developmental English and Reading at Catawba Valley Community College.

Michael Harrington is the Associate Dean at UM's School of Business Administration. He earned both his B.S. and J.D. degrees from UM. He practiced law with Seattle-based Davis Wright Tremaine for several years before joining the legal department of The Montana Power Company in Butte, Montana. After spending ten years in various roles with Montana Power, he joined the SoBA in 2003. Dr. Harrington teaches "Accounting Law and Ethics" to Master's of Accountancy students, and his research interests focus on corporate governance. He is an ex-officio member of the Undergraduate Assessment Committee for the UM School of Business Administration.

Biography not available

Dr. Linda Hopson is an Associate Professor in the Department of Human Development and Services in the School of Education.

Dr. Karen Hornsby is an Assistant Professor of Philosophy at North Carolina A&T State University. She was a 2005-2006 Carnegie Scholar, exploring the development of moral reasoning skills in undergraduate students. She co-directs A&T's Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) Institutional Leadership Program and A&T's Wabash National Study of Liberal Arts Education assessment project.

Dr. Kimberly Jacobs-Beck is associate professor of English at the University of Cincinnati Clermont College. She has directed English assessment four the last four years and designed the assessment plan and process for literature courses and has refined the composition plan and process. In addition, she was an inaugural member of the College Academic Assessment Committee and still serves in a consulting capacity.

Biography not available

Dr. Karen Jennings is an Associate Professor of Psychology at Keene State College. She has expertise in assessment and serves as co-chairs of the Integrative Studies Program Assessment Subcommittee.

Pattie Johnston earned her doctorate in Measurement and Research at the University of South Florida. She is currently a full time professor at the University of Tampa and serves as the Director of Site Review. Her deparment has just undergone a site review under new state mandates and is current on new requirements.

Belva Jones chairs the Department of Information Systems and Technology at The University of Montana. Dr. Jones received her PhD in Management Science from Oklahoma State University. She teaches operations management, project management, and business simulation. As a Certified Quality Engineer, she previously consulted in the area of quality management with a number of manufacturing firms. Dr. Jones chairs the Undergraduate Assessment Committee for the UM School of Business Administration.

Keith Jones is Associate Professor of Psychology at Central College. His MA and PhD in life-span developmental psychology are from West Virginia University. He enjoys teaching courses on research methodology and data analysis, directs student research, happily serves on assessment committees, and co-chairs the Institutional Review Board. Having primarily conducting aging research, he is currently focusing on applying research to address practical problems in non-profit organizations. When free time surfaces, Keith coaches youth sports, participates in political campaigns, and examines aging trends in rock-and-roll.

Dr. Tim Judd held the positions of Director of Institutional Research, Chair of Academic Support, and Vice President for Planning at Rockland Community College in the State University of New York. While there, he chaired the Curriculum Committee, Strategic Planning Committee and self-study accreditation committees for Middle States acctreditation visits. He served as president of the SUNY Association of institutional Researchers and Planing Officers. Since 2005 he has been at the United States Military Academy as Assistant Dean for Academic Assessment and Assistant Professor of Behavioral Sciences and Leadership.

Frances M. Kavenik is Professor of English and serves as Director of the General Education Program and a member of the Committee on Advising at the University of Wisconsin-Parkside. Professor Kavenik has a long-standing service record at the University of Wisconsin-Parkside and within the University of Wisconsin System. Over the past decade, her focus has been on general education and program reform. Currently her focus is assessment of general education, leading to continued improvement. Her research has been in the areas of early British dramas, women's studies, and film.

Dr. Danita Kelley earned a doctoral degree in nutritional sciences from the University of Kentucky in 1994 and has been a registered dietitian since 1991. Dr. Kelley has served as the program director of the didactic program in dietetics at Western Kentucky University since 1995. Currently, Dr. Kelley is an associate professor, director of the dietetics program, and the college assessment coordinator. Dr. Kelley assists in the development of assessment plans for programs in the College of Health and Human Services, reviews those plans, and assists with other assessment activities of Western Kentucky University

Dr. David King is Associate Professor of English and Film Studies at Kennesaw State University, and past director of that institution's nationally recognized learning communities program, for which he also coordinated early assessment efforts. He currently serves as archivist for the KSU English Department's Online Career Portfolio program.

Dr. Kathleen A. Krentler is the Director of Assessment in the College of Business Administration at San Diego State University. She leads the assessment efforts of the college which include 26 academic programs. Dr. Krentler also directs Undergraduate Programs for her college. She is a Professor of Marketing. Current research interests focus primarily on assurance of learning issues. She is a past president of the Academy of Marketing Science, an international professional organization in marketing. She received her Bachelor's and Master's degrees in Business from Wayne State University in Detroit, Michigan and her DBA in Marketing from University of Kentucky.

Jill Lane is the Director of the Center for Instructional Development at Clayton State University. Before July of 2008, she coordinated student learning assessment efforts at Penn State's Schreyer Institute for Teaching Excellence by traveling to various campuses and conducting workshops on program and general education assessment for faculty. Dr. Lane has co-authored several papers on the effects of changes to the teaching and learning process. She has conducted numerous workshops and presentations on assessment and student-centered learning for university faculty and at professional conferences. She holds a D.Ed. in Instructional Systems from the Pennsylvania State University.

Ms. Lau is currently a student in the Ph.D. program in Assessment and Measurement at James Madison University. She has worked with Assessment Day for several years. Her research interests include test development, structural equation modeling, and validity.

Deb Leeper is Regional Director of Assessment Management at Centrieva. She has more than 15 years of assessment, planning, institutional research, and accreditation experience in higher education institutions in North Carolina and Virginia and served as a WEAVEonline administrator at her previous institution. Prior to moving into administrative positions directing institutional effectiveness and accreditation processes, Deb was a full-time faculty member for 10 years. Her bachelor and masters degrees are from East Carolina University and doctoral work is from Virginia Commonwealth University.

Arthur Levine is the sixth president of the Woodrow Wilson National Fellowship Foundation. Before his appointment at Woodrow Wilson, he was president and professor of education at Teachers College, Columbia University. He also previously served as chair of the higher education program, chair of the Institute for Educational Management, and senior lecturer at the Harvard Graduate School of Education.

Dr. Levine is the author of multiple books, articles, and reviews, most recently When Hope and Fear Collide: A Portrait of Today's College Student (with Jeanette S. Cureton).

Much of his research and writing in recent years has focused on increasing access to higher education and improving equity in the schools. Dr. Levine's numerous opinion editorials appear in such publications as The New York Times; The Los Angeles Times; The Wall Street Journal; The Washington Post; and The Chronicle of Higher Education.

Dr. Levine has received numerous honors, including a Guggenheim Fellowship and a Carnegie Fellowship, as well as the American Council on Education's "Book of the Year" award (for Reform of Undergraduate Education), the Educational Press Association's "Annual Award" for writing (three times), and 17 honorary degrees. In 1998 Change magazine listed him as "One of the Most Outstanding Leaders in the Academic Community." He currently sits on the Boards of Blackboard, Inc., DePaul University, and All Kinds of Minds. He is a member of the American Academy of Arts and Sciences.

Dr. Levine was also previously President of Bradford College (1982-1989) and Senior Fellow at the Carnegie Foundation and Carnegie Council for Policy Studies in Higher Education (1975-1982). He received his bachelor's degree from Brandeis University and his Ph.D. from the State University of New York at Buffalo.

Thomas Maguire is research coordinator at the University of Milwaukee's Center for International Education and a Ph.D. candidate in media studies at the University of Texas at Austin. In July 2007, he led a Fulbright-Hays group project abroad for K-12 teachers in Morocco. Since 2006, he has taught several courses in UWM's Global Studies program, including a one-credit class entitled Applied Alternative Media which incorporated blogging as a class activity.

Marcia Mentkowski is currently Professor of Psychology and Director of the Educational Research and Evaluation Department at Alverno College. Professor Mentkowski directs the college's educational research and evaluation department and chairs the research and evaluation council. Together, the department and council have responsibilities for college-wide research on learning outcomes, validating student assessment, carrying out institutional and program assessment, and learning from and contributing to the higher education community in various areas. Dr. Mentkowski has served on Alverno's curriculum committee and is a long-standing member of the council for student assessment.

Dr. Mentkowski is principal author of Learning That Lasts: Integrating Learning, Development, and Performance in College and Beyond (Mentkowski & Associates, Jossey-Bass, 2000), a culmination of twenty-four years of study.The book received the Outstanding Research Publication Award for 2000 from the American Educational Research Association (AERA), Division I, Education in the Professions.

Learning That Lasts is currently used in masters and doctoral programs (e.g., University of Michigan, North Carolina State University, University of Texas El Paso, University of Wisconsin), faculty development seminars (e.g., Emory University, Oxford College; California State University-San Jose), and faculty and administrative committees in higher education (e.g., California State University-Monterey Bay, DePaul School for New Learning).

Dr. Mentkowski previously contributed to the design, implementation, assessment, and evaluation of a competency-based teacher education curriculum at the University of Toledo; and to individually guided instruction in the public schools (1968-75). Because of this work and her research and curriculum development in moral development and education, she was invited as a visiting scholar at the Harvard Graduate School of Education (Center for Moral Education) where she served on the teaching faculty (1975). She was an invited visiting fellow for 2003 at University of Oxford, Institute for the Advancement of University Learning where she collaborated with Oxford faculty on learning and assessment.

Karen Merriman, associate professor and Assistant Provost for Curriculum and Instruction at the University of Charleston, has Master's degrees in Nursing. She completed the HERS Summer Institute for Women in Higher Education Administration at Bryn Mawr, and the IRHE Program in Higher Education at the Wharton School of Business. She has thirty years of teaching and academic administration experience focused on experiential learning, authentic assessment, curriculum development, program review and support for accreditation processes. She presents nationally on the topics of assessment, curriculum development, and institutional change and is a regular consultant to colleges and universities across the United States and in the Pacific.

Carl Mitchell, Director of Institutional Effectiveness and Assessment at Fayetteville Technical Community College in Fayetteville, NC, is responsible for coordinating campus-wide annual assessment plans, data collection techniques (rubrics/metrics), and short and long-range strategic planning activities, based upon final analysis of the campus assessment planning cycle activities (closing of the loop). His previous academic experience includes several years with the Continuing Education's Adult Basic Skills Program and serving as Banking and Finance Program Coordinator, Human Resource Management Program Coordinator, Department Chair of Business Administration, Dean of College Transfer and General Education Programs, and Operations Management and Logistics Program Coordinator.

Sam Morris is the Systems Administrator/Assessment Coordinator at NC State University. Sam coordinates the assessment process in addition to being responsible for the website administration, insurance enrollment, and the scholarship process for the Study Abroad Office. Sam earned his Masters of Education in Higher Education Administration with a minor in Statistics from NC State.

Dr Abdou Ndoye is the Assessment program Director at the Watson School of Education, University of North Carolina Wilmington. He earned his doctorate at the University of Connecticut, School of Education. His work include leading program assessment initiatives and efforts at the Watson School of education and to participate in University wide assessment. His research interests include leaning program design and assessment methods, assessment plan designs and evaluation.

Dr. Comfort O. Okpala is an Assistant Dean for Assessment and an Associate Professor in the School of Education at North Carolina A & T State University.

Deirdre O'Malley is the Associate Director of Study Abroad at North Carolina State University (NC State). Deirdre manages the administration and development of credit-bearing study abroad programs for NC State, including outgoing and incoming semester student exchanges and faculty-led short term programs. Prior to her current position, Deirdre worked in the Global Division of Executive Education at Harvard University. As the recipient of a Rotary Ambassadorial Scholarship, Deirdre earned a graduate degree in International Peace Studies from Trinity College Dublin. She later earned a graduate degree in Higher Education Administration from Boston College. Deirdre is currently pursuing a doctorate in Higher Education Administration from NC State.

James L. Parrigin is Assistant Professor and Reference and Instruction Librarian at North Carolina Wesleyan College and a member of the QEP Assessment Team. His B.A. is from Ohio University. His M.A. is from University of Akron. His M.L.S. is from Kent State University.

Jeremy Penn is the Program Assessment Coordinator at the University of Nebraska-Lincoln. Prior to joining the assessment staff at the University of Nebraska-Lincoln, Jeremy taught high school math and worked with NCATE accreditation in the University's College of Education. Jeremy's academic interests include faculty members' involvement in assessment and other efforts to improve teaching, issues in accountability and accreditation, and the use of mixed methods research.

Dr. J. Worth Pickering is the Assistant Vice President for Institutional Research and Assessment at Old Dominion University where he has worked for 25 years. Prior to his appointment as AVP, Worth worked in Institutional Research and Assessment, Student Services Research, and the Counseling Center. He has also taught graduate courses in career development and student development as well as research and assessment at ODU. After earning a BA in psychology at Guilford College, Worth earned his M.Ed. and Ed.D. degrees in counseling at UNC-Greensboro with emphases in student development and career development along with significant work in educational research.

Leslie Rach has a PhD. in Education, Curriculum, and Instruction from University of Maryland. She has taught for 17 years in a variety of interdisciplinary scenarios, and is currently the General Studies Assessment Coordinator at Gallaudet.

Dr. Ann Marie Rancourt currently serves as Associate Provost for Academic Affairs at Keene State College. Ann's expertise lies in curriculum and instructional development, and in assessment. She currently serves on the New Educational Assessment Network Board, co-chairing the Academic Assessment Summer Institute.

Lisa Ratmansky is the Director of the Center for Teaching & Learning (CTL) at Cabrini College. The CTL is both a learning commons, offering campus-wide academic support services covering all subject areas for all students, and a key site for faculty development. Emphasizing engaged pedagogies of myriad forms, the CTL supports participatory undergraduate research, scholarship on teaching and learning, and learning-centered teaching. Winning multiple teaching awards, Lisa Ratmansky has taught writing, specializing in social science foci, at Harvard University, Princeton University, and the University of Pennsylvania, where she was the Assistant Director of the Writing Across the University Program.

Dianne Raubenheimer , PhD. is Director of Assessment in the College of Engineering at North Carolina State University and serves as the coordinator of ABET and other accreditation processes, acts as an assessment/evaluation resource/consultant to faculty in the different programs, develops and implements assessment plans, and serves as the primary educational assessment/data analyst adviser on the Dean's staff. She holds a PhD in Educational Leadership and Organizational Development (Higher Education) from the University of Louisville in Kentucky.

Emmett Ridley- Director of Assessment and Planning at Virginia State University in Petersburg, Virginia. Dr. Ridley has participated in a wide variety of institutional and state wide assessment activities over his career. He is the team leader for the Virginia State University NSF team.

Biography not available

Mary Clare Robbins, Ph.D. is Coordinator of Advising in the First Year Engineering Program in the College of Engineering at North Carolina State University, and served as an instructor for the Introduction to Engineering class. Dr. Robbins received her Ph.D. in Mechanical Engineering from NC State University.

James D. Robinson is Director of the Teaching and Learning Center at the University of Wisconsin-Parkside and an instructional designer. His background is in Physics, Mathematics, and Education. He is the administrative representative to the UW System's Office of Professional Development (OPID) and has acted as facilitator for numerous grants and initiatives focused on student success.

Ephraim Schechter has been a faculty member, directed an academic program, and served as an institutional researcher and assessment director. He has been involved in outcomes assessment for over twenty years, presenting workshops, coordinating campus-wide assessment projects, and helping individual programs' assessment efforts. He maintains the well-known meta-list Internet Resources for Higher Education Outcomes Assessment and directed the assessment components of North Carolina State University's recent SACS reaffirmation. Since retiring from NC State at the end of 2004, Dr. Schechter has consulted widely on assessment and institutional effectiveness.

Denise Schmidt is the director of Career Services and Cooperative Education at County College of Morris and was the associate director in that office since 1987. She has served on program planning committees for several regional conferences. She was president of the New Jersey Cooperative Education Association, vice president for programs, for membership, and for communications and served for several years on its Executive Board. She has presented on outcomes assessment at state, regional and national conferences on more than twenty-five occasions over the past six years.

Howard Shapiro is the Associate Vice President for Undergraduate Programs at Wayne State and a Professor of mechanical Engineering. He is responsible for student series and academic program development and policies. He has published and presented in national forums on learning communities and the use of assessment to enhance student learning. He and his colleagues from Ronald Brown from Political Science, William Hill from Education, and Michelle Bruner from the Academic Success Center will present challenges and successes at Wayne State in developing learning communities.

Dr. Scott Simkins is Director of the Academy for Teaching and Learning and Associate Professor of Economics at North Carolina A&T State University. He is currently co-leading a National Science Foundation study exploring the adaptability of science, technology, engineering, and math (STEM) discipline pedagogical and assessment innovations into economics. He also leads a number of assessment projects at A&T, including the CLA Longitudinal Study, the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) Institutional Leadership Program, and the Wabash National Study of Liberal Arts Education.

Bob Smallwood serves as the Assistant to the Provost for Assessment at the University of Alabama. In addition to coordinating the execution SACS Quality Enhancement Plan, he is facilitates institutional effectiveness initiatives at the institutional, college and departmental levels.

Karen Smith- Associate Professor of Psychology at Truman State University. She is currently on sabbatical at James Madison University and in residence at the Center for Assessment and Research Studies (CARS). She has been an integral member of the Assessment Working Group at Truman State and deeply involved in their data analysis.

Dr. Don Staub is the Director of Title III at Carteret Community College (CCC). Title III is a US Department of Education-funded project designed to increase retention at two-year colleges. The primary initiative related to Title III at CCC has been the development and implementation of an outcomes assessment program at the college. Dr. Staub is coordinating and overseeing this effort. Prior to this position, he was a grant writer at CCC. From 1999-2004, Dr. Staub was the director of the Office of Collaborative Education in the College of Education at Eastern Michigan University.

Joyce Steelman is an English Instructor at Catawba Valley Community College in Hickory, NC.

Pamela Steinke, Ph.D. is currently the Director of Research, Planning and Assessment at Meredith College. Immediately prior to this position, she was Assistant Director of Undergraduate Assessment at NC State University. In the past, she has been a tenured psychology faculty member at Central College, a private liberal arts college in Iowa, where she also served as Chair of the Assessment Committee; and has been the Assessment Coordinator at Lincoln Land Community College in Illinois. Her research interests have included cognitive outcomes of service-learning. Her background allows her to bring an understanding of institutional context to the discussion and to better relate to workshop participants from a variety of institutions.

Donna L. Sundre-Professor of Graduate Psychology and Executive Director of the Center for Assessment and Research Studies (CARS; www.jmu.edu/assessment) at James Madison University. Dr. Sundre is a co-PI on the NSF grant project; this work builds upon her interests in assessment practice; instrument development and refinement; and validity studies.

Dr. Melissa Terlecki received her Ph.D. in Cognitive Neuroscience from Temple University. Dr. Terlecki is involved with various assessment and community-based research projects at Cabrini College. Her training in psychometrics and psychological assessment makes her expertise critical in understanding the human impact of our courses, as well as gauging student learning. Dr. Terlecki's research interests include environmental psychology and cognition. Dr. Terlecki leads several undergraduate research teams on various cognitive and environmental research studies, and she has also worked with the Stroud Water Research Center on several assessment projects.

Judith Termini has a background in Communication Studies, has taught and led the First Year Experience program at Gallaudet, and was instrumental in the establishment of the new curriculum at Gallaudet.

Jessica Thornton has a master's in industrial organizational psychology from the University of North Carolina at Charlotte. She currently works at Duke University in Institutional Research where she coordinates assessment activities, the use of WEAVEonline, and also works with student engagement surveys.

For the past thirteen years Dr. Michael Tierce has assisted with a number of assessment projects for the English Department at Kennesaw State University, including two five-year program review reports, assessment reports generated in preparation for a recent SACS visit, and a number of annual assessment reports. His current responsibilities as Associate Department Chair include the scheduling of over 240 courses per semester distributed to over 100 faculty members (including 50 part-time adjuncts), overseeing the advisement of 550 English and Secondary English Education majors, and working with the new assessment coordinators for the BA in English and the BS in Secondary English Education.

Ms. Kimberly Turk is Vice President of College Transfer at Caldwell Community College and Technical Institute in Hudson, NC. Ms. Turk taught biology using the problem based learning methodology. She received training in problem based learning from the Center of Excellence in Teaching, Research, and Learning at the Wake Forest School of Medicine. Through training and personal trial Ms. Turk devised several techniques that assess research skills, content delivery, group interaction, and application of content. Ms. Turk has a B.S. in Zoology and a Masters of Life Science from North Carolina State University. She is currently completing an Ed.D. program with Western Carolina University. She was employed as a cytogenetic technologist with Laboratory Corporation of America before becoming a college instructor. She has worked in the North Carolina Community College System in a variety of roles for over ten years.

Christine M. Tutlewski serves as the Interim Coordinator of Learning Assistance at the University of Wisconsin-Parkside. For the past five years, she has focused on assessment of students' reading and writing, especially in the first year, with the goal of developing programs, curriculum, and initiatives to enhance students' success. She serves on the First-Year Governance Committee, the General Education Committee, and the University of Wisconsin System English Placement Test Committee. She served previously as Director of Composition in English. Her research interests are African American women's literature, composition, reading, and women's studies.

JoNes R. VanHecke earned her Ph.D. at the University of Michigan's Center for the Study of Higher and Postsecondary Education and holds a masters degree from Indiana University. With more than 18 years of experience as a student affairs professional, Dr. VanHecke's scholar/practitioner research interests include student development, liberal arts education and citizenship and civic engagement. In addition to several publications, she has presented multiple programs and research papers at ASHE, NASPA, ACPA, NACA and AERA.

Biography not available

Biography not available

Jon L. Wiggs is Director of Institutional Research at North Carolina Wesleyan College and a former member of a city council. His B.A. is from The University of North Carolina. His M.A. is from N. C. State University. His M.S. is from N. C. State University. His Ed.D. is from N. C. State University.

Dr. Peter Wooldridge has been with Durham Technical Community College since 1989. He teaches psychology and serves as the Associate Dean of Arts and Sciences. He received his Ph.D. in Psychology from the University of Alabama.

Carrie L. Zelna has a Ph. D. in Educational Research and Policy Analysis from NC State University and a Master of Science degree in Counseling and Human Development from Radford University. Carrie has held positions in student affairs for the past twelve years including work with University Housing and the Office of Student Conduct. She is currently the Director of Student Affairs Research and Assessment at NC State University. In her roles as an assessment professional, Carrie has served as a consultant for assessing both curricular and co-curricular programs, and she currently serves as the NASPA Assessment, Evaluation, and Research Knowledge Community co-chair.

Dr. Stephen C. Zerwas, Director of Academic Assessment at the University of North Carolina at Greensboro, has worked in student affairs and as a faculty member for over 20 years at four different institutions. Stephen has worked in the areas of academic assessment, academic advising, counseling, testing, and student affairs research and has taught courses in research, assessment, evaluation and statistics. He is the author of Microsoft Access applications to simplify tracking and measuring assessment activities. He has provided a wide range of consultation services and workshops on topics including academic assessment, goal analysis, objective building, and general education assessment.