Catherine Andersen is the Interim Dean of Enrollment Management and General Studies, Gallaudet University in Washington, D.C. In 1994 she was named as Gallaudet University's Distinguished Faculty of the Year and in 1997 she was chosen as one of The Outstanding First Year Advocates by The National Resource Center on the First Year Experience and Students in Transition. In both 2003 and 2006 she was featured in First Year Experience and Students in Transition teleconferences on assessing first year seminars, and another on campus culture. In 2004 she was appointed to the National Board. In addition, she is part of the Wabash National Study - a Teagle Scholar, assisting college and universities in assessment of liberal education. Dr. Andersen completed the Foundations of Excellence projects on Gallaudet campus, serving a co-liaison. She is a certified Train the Trainer for emotional intelligence.

Dr. Jeff Appling, holds a faculty appointment in the Chemistry Department at Clemson University. As Associate Dean of Undergraduate Studies, he oversees projects and initiatives associated with the undergraduate program. He guides various faculty task force groups, including those associated with the Creative Inquiry Initiative and the use of electronic portfolios in general education. Other duties include curriculum development and management of continuing enrollment, academic integrity, and enrollment matters. Dr. Appling's scholarship is concerned with academic success, learning strategies, research into student visualization and development of chemical thought, and computer-based learning materials.

David Bailey has been teaching biology at Delta College since 1996. He started working the General Education program in Winter 2004 to help develop tools to assess student's critical thinking skills. He has been directing Delta's General Education program since summer of 2005.

Kim Ballard has 20 years of writing center experience that includes undergraduate peer tutoring and graduate student consulting and program administration as well as her current directorship of the Western Michigan University center. She has an MEd from the University of North Carolina at Charlotte, an MA in rhetoric and composition from Purdue University, and is ABD in Purdue's Rhetoric and Composition program.

Dr. Barlow currently serves as Executive Director of Academic and Institutional Information at the University of Houston. She oversees the Institutional Research office and Institutional Effectiveness planning at the university. Her research work has focused on program evaluation and accountability assessment, and her academic work and publications have been in the area of undergraduate student persistence. She is Associate Editor of the Review of Higher Education.

Dr. Jim Benner has been at Northampton since 1981, teaching English, running the tutoring program, hiring faculty, and since August 2006, running the professional development and academic assessment programs.

Dr. Erin Bentrim-Tapio joined UNCG in 2006 as the Director of Student Affairs Assessment. Over the last 15 years, Erin has served in a variety of capacities in higher education including Assistant Dean of Students and Assistant to the President. Her most recent experience was as the Director of Institutional Effectiveness and Research and Professor of Psychology at a two-year college where she coordinated a campus-wide assessment and effectiveness program for all academic and educational support units. Erin holds a BA in English, an M.Ed. in Student Personnel Services, and the Ph.D. in Educational Psychology and Research.

Johnson Bia is the President of the Downtown Campus at Pima Community College. Johnson is also the Administrative Co-chair of the Student Learning Outcomes Standing Committee.

As the Director of Assessment at the University of Northern Colorado, Kim Black assists academic and student services programs with evaluating program quality and student learning outcomes and supports program and institution-level accreditation processes. Her experience includes grant writing and evaluation, undergraduate research, and student retention services. Ms. Black is pursuing a Ph.D. in Higher Education and Student Affairs Leadership and expects to graduate in 2008. She holds a Master of Arts in Agency Counseling, a Master of Arts in English, and a Bachelor of Arts in English.

Dr. Jennifer Blue, Miami University Assistant Professor of Physics, does research in physics education. Her graduate work was at the University of Minnesota, in both the Department of Physics (M.S. 1994) and the Department of Curriculum of Instruction (Ph.D. 1997). At Miami, Blue's primary interest is in the redesign of physics laboratories at all levels. She has a particular interest in evidence of students' critical thinking, not just in problem solving but also in lab reports and in writing in courses for non-scientists.

Helena Bonaparte is associate professor of international business and marketing at Herzing College, Atlanta.

Carolyn Bortz taught in the Nursing program at Northampton from 1990-95, and after a brief stint outside the college, returned as Director of Nursing in 2000, and then became Dean of Allied Health and Sciences in 2003.

Pamela Bradley has been at Northampton since 2004, teaching Education and Psychology courses, and has been Assistant Dean of Humanities and Social Sciences since January 2005. She has taught as an adjunct faculty member since 1990.

Robert Budnik is a Co-Founder of LiveText. He has over 25 years of business experience. Prior to co-founding LiveText, Mr. Budnik founded BSCSoft, a successful internet software tool company. Mr. Budnik has also 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.

A. Katherine "Katie" Busby is the Director of Student Affairs Assessment and Planning at The University of Alabama. She is responsible for coordinating and executing division-wide assessment efforts; gathering and analyzing data; and reporting and utilizing results. Prior to joining the Division of Student Affairs at the University of Alabama in Fall 2006, Dr. Busby served as Director of Assessment and Planning for the Division of Student Life and Diversity at Indiana University-Purdue University Indianapolis (IUPUI). She spent five years as a member of the mathematics faculty at Baylor University, Waco, Texas, and four years as a student affairs practitioner at James Madison University, Harrisonburg, VA. Her research interests include measures of student development and leadership, instrument development, and validity issues. She holds a B.S. and M.S. in mathematics from The University of Mississippi and earned her Ph.D. in Assessment and Measurement at James Madison University. She serves ACPA as a member of the ACPA Commission on Assessment and Evaluation Directorate and she has had work published in international journals and presented at several national research conferences.

Dr. Sarah Carrigan is Assistant Vice Chancellor and Director of Institutional Research at The University of North Carolina at Greensboro. Sarah came to UNCG in February 1998 as a Planning and Institutional Research Analyst, and was promoted to Assistant Vice Chancellor in 2005. She has a BA in psychology from DePauw University (1985), MS in College Student Personnel from Indiana State University (1987), and a PhD in Higher Education from the University of Kentucky (1995). Sarah was instrumental in designing UNCG's SACS web site, on-line survey instruments, and interactive data presentation in preparation for the university's 2003 SACS reaccreditation visit.

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.

Laura Ciccantell has a Master's in Social Work from the University of Wisconsin-Madison and has worked with TRIO programs for 12 years. For the past six years, she has been the Director of the TRIO Student Support Services Program at Western Michigan University.

Maria Cimitile is Associate Dean in the College of Liberal Arts and Sciences, and Associate Professor of Philosophy at Grand Valley State University. Among her responsibilities are assessment, strategic planning, and curriculum development for the 50 programs within the College.

Drew Clark is Director of Institutional Research and Assessment at Auburn University. In that role, he is responsible for promoting sound assessment practices across the university's educational programs, administrative offices, and support units. In addition, his staff serves the university's senior academic and administrative officers by providing information and analysis to support planning, evaluation, and performance improvement. Before joining the Provost's staff in 2001, Dr. Clark was Associate Professor and Director of Graduate Studies in Auburn's Department of English, where he taught Renaissance literature for 20 years.

Patti Clayton, Ph.D., is founding Director of the Center for Excellence in Curricular Engagement in the Office of the Provost at NC State University. Clayton co-develops with a student/faculty leadership team the Program's critical reflection and assessment model, student leadership roles, faculty development and support processes, and scholarship agenda. She serves as a Senior Scholar with the Center for Service and Learning at IUPUI and consults with universities and higher education organizations around the country. She was a Faculty Fellow with National Campus Compact's Project on Integrating Service with Academic Study and a Finalist for the Thomas Ehrlich Faculty Award for Service-Learning in 2005.

Gordana Copic is a Limited Term Researcher within the Office of Educational Assessment at the University of Delaware. Her responsibilities include developing and implementing assessment measures for student learning outcomes programs at the department and university levels, and analyzing and reporting results of assessment initiatives.

Mrs. Renee Corbin is the Director of Assessment, College of Education and Allied Professions, Western Carolina University. Renee joined the College of Education and Allied Professions at Western Carolina University in 2005 as Director of Assessment. She is responsible for the collection, management, and reporting of teacher education candidate data to the college community through a NCATE accredited assessment system using Taskstream. Renee will show how Western utilizes Taskstream as a major component to support assessment initiatives. Prior to her Director duties, Ms. Corbin served for 13 years as Coordinator of Undergraduate Assessment for the university in the Academic Affairs Division and served for 7 years as an IT programming professional for the university's Office of Institutional Studies and Planning. Renee earned her bachelor's degree in Computer Information Systems and a Master's in Business Administration from Western Carolina University.

Benjamin M. Coulter, Ed.D., is a Manager in Systems Implementation, TaskStream. Ben joined TaskStream from his former position at Western Carolina University where he served for 14 years as Director of Instructional Technology and Assistant Professor of Educational Leadership and Foundations in the College of Education. As Manager of Systems Implementation, Dr. Coulter consults with institutions considering initiatives focused on outcomes-based assessment and continuous improvement at the course, program, and campus 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.

Michelle Crossely is an academic adviser and lecturer with the First Year College at NC State University, as well as a PhD student in the Counselor Education program. Her interests are in Latino and Hispanic college students and diversity issues in higher education.

Dr. Louann Cummings teaches in the College of Business at The University of Findlay. She holds a BA in economics from Denison University, MBA in management from University of Toledo, a CPA, and a Doctorate in Management from Case Western Reserve University. She has taught at several other universities and worked for Root Learning, Inc. consulting various Fortune 500 companies. Dr. Cummings led the University Self-Study for the Higher Learning Commission, chairs the Assessment and Accreditation Committee, has been an ex-officio member of the Program Assessment Committee since 2005, and has made many assessment presentations in the past several years.

Dr. Mark Davenport is a Senior Research Analyst in the Department of Institutional Research at the University of North Carolina at Greensboro. He received his BA in psychology from Mesa State College in Grand Junction, Colorado in 1986. He completed his graduate work at Auburn University in 1992 (M.S., College Student Development) and 1999 (Ph.D., Educational Psychology/Learning and Cognition). Mark taught undergraduate educational psychology at Auburn University and was a researcher with the Statistical Research Department at ACT, Inc. in Iowa City IA before joining UNCG in 2001.

Hugh Devine is the Chair of the LITRE Advisory Board and a faculty member of the Parks, Recreation, and Tourism Management Department at N.C. State. He has been active in educational technology initiatives for the last 20 years particularly as they apply to student learning in Geographic Information Science (GIS). He is also the Chair of the Graduate Faculty in GIS at N.C. State and the UNC Office of the President's representative on the North Carolina Geographic Information Council. Hugh has his Ph.D. from The Pennsylvania State University.

Dr. Amy Driscoll is currently a Consulting Scholar with the Carnegie Foundation for the Advancement of Teaching. She retired from California State University Monterey Bay as Director of Teaching, Learning, and Assessment where she facilitated the development of outcomes-based assessment for both general education and major programs of study. Her Carnegie work focuses on the new classification for institutions engaged with community. Previously, Amy Driscoll was the Director of Community/University Partnerships at Portland State University, where she initiated the community-based learning component of the university's innovative curriculum. Dr. Driscoll has presented widely at conferences of the Association of American Colleges and Universities, the American Association of State Colleges and Universities, the National Assessment Institute, Campus Compact, and local/state/regional meetings. She has mentored more than 40 institutions in their development and implementation of institutional assessment and/or community engagement. She is the author of multiple books on assessment, most recently From Outcomes-based Assessment to Learner-centered Education: A Faculty Introduction (Driscoll & Wood, 2007).

David Drueckhammer is professor and Head of the Department of Agricultural Services & Development at Tarleton State University and also serves as the assessment coordinator for the College of Agriculture and Human Sciences.

James Dutt is professor of applied information technology at the University of Baltimore. He received is Ph.D. in anthropology but has been teaching information systems for the past 20 years. He is particularly interested in the impact of technology on society. Currently he wears two hats: he is a provostal fellow and is coordinating the creation of a teaching and learning center at the University and is also the interim outcomes assessment coordinator. Jim has been involved in assessment since the mid-1990s.

Jane Edwards is the Associate Dean for International Affairs, Yale University. Prior to taking on in summer 2006 the new position of Associate Dean for International Affairs at Yale University, Edwards served for three years as Director of International Studies at Harvard University, with a mandate to develop opportunities for significant international experience for all undergraduates. She previously served in a similar position at Wesleyan University, and taught at the University of Hartford. Edwards, who has a doctorate in Folklore and Folklife from the University of Pennsylvania, serves on the editorial board of the Journal of Studies in International Education and is Chair of the Academic Consortium Board of CIEE.

Stephen C. Ehrmann is one of the founders of The Teaching Learning and Technology Group. Since 1993, Steve Ehrmann has directed the award-winning Flashlight Program on assessment and evaluation. As part of his work with Flashlight, Dr. Ehrmann edits a free online journal on evaluation and assessment, F-LIGHT. Dr. Ehrmann is also well-known in the field of distance education, having served as a program officer with the Annenberg/CPB Projects at the Corporation for Public Broadcasting and The Fund for the Improvement of Postsecondary Education, and as Director of Educational Research and Assistance at Evergreen State College.
Dr. Ehrmann has spoken all over the world about the uses and abuses of technology for improving education and about how to gather evidence to improve the outcomes of educational uses of technology. As a consultant, he helps design program evaluations and helps institutions develop strategies for improving teaching and learning with technology in programs and institution-wide. Steve Ehrmann has written or helped to write four books and over thirty articles in this field, on subjects as varied as the economics of courseware and the future of liberal learning.

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.

David Eubanks is a mathematics professor and assessment coordinator at Coker College in Hartsville, South Carolina. He blogs about higher education at highered.blogspot.com.

Monica Ewing has been helping organizations automate the collection of data for 18 years. She welcomes the opportunity to assess your needs and offer recommendations that fit your process and your budget.

Jill L. Ferguson is the Assessment Coordinator, Accreditation Liaison Officer and the Chair of General Education at the San Francisco Conservatory of Music. She presented at the 2006 NASPA International Assessment and Retention Conference and at the 2007 NCSU Undergraduate Assessment Symposium on Assessment at Creative Institutions: Quantifying the Aesthetic. She and Mark Salmon, VP of Academic Affairs at the Kansas City Art Institute, have been co-authoring a book on assessment at creative institutions and a workbook on self-assessment, with possible publication by McGraw-Hill. .

Janice Finn has worked in international education for more than 20 years, split between Europe and the United States. Currently, she works with students and faculty involved in education abroad and has worked with the first-year semester programs for the semester and Arcadia's Preview programs for first-years over spring break. She teaches a course for students returning from the first-year semester experience which focuses on global and local connections. A particular interest is the long-term impact of international academic experiences.

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.

Dr. Terri Friel is an Associate Dean at Butler University in Indianapolis. She has a doctorial degree in Engineering Management from Southern Methodist University-Dallas, TX, Masters in Engineering Management and Chemical Engineering from Southern Methodist University and University of Louisville respectively, and a bachelor's degrees in Chemical Engineering and French from the University of Louisville and Eastern Kentucky University respectively. Her general interests are in the efficient delivery of services for manufacturing, health care, transportation, and non-profit organizations and quality. She has been a Baldrige Examiner for three years and is currently earning her Black Belt in Six Sigma.

Dr. Keston Fulcher serves as the Director of Assessment, Evaluation, and Accreditation at Christopher Newport University in Newport News, VA. Previously, he coordinated assessment efforts at Eastern Shore Community College. His main research interests include assessment of general education and lifelong learning. He is a graduate of James Madison University's Ph.D. program in Assessment and Measurement.

Matt Fuller is Assistant Director for University Assessment at Illinois State University. In this role he coordinates Assessment Activities such as the National Survey of Student Engagement, Alumni surveying, and General Education Assessment. He is also a lecturer in social foundations in the Department of Educational Administration and Foundations at Illinois State University. He has held positions at the University of Alaska-Southeast and Texas A&M University.

Dennis Gallagher has been teaching, advising, doing research and assessment for over 20 years. His research in Psychology has paid attention to the relationships among temperament characteristics, coping styles, and outcomes. Assessment activities focus on development of measures and processes for measurement of learning outcomes as well as on study abroad issues for first year students including adjustment, attitudes, expectations, performance, retention and life after study abroad. He has been at Arcadia University for over 10 years and teaches courses in Personality Psychology and Social Psychology.

Julie Gedeon, Assistant Professor and Coordinator of Assessment, is a founding member of Project SAILS. She has an MLS and a PhD in evaluation and measurement.

Stephanie Gibson is associate professor of communications in the School of Communications Design at the University of Baltimore. Her Ph.D. in Media Ecology is from NYU where she studied with the late, great, Neil Postman. She has been teaching communication theory and writing for 25 years and has been director of the Publications Design program at UB for nearly five years. As a teacher in creative areas, she has become increasingly interested in issues related to evaluating creativity and wonders if it can actually be done. Stephanie has been involved in writing assessment for over twenty years.

Dr. Lynn Gillette received a B.A. in Economics from the University of Richmond and a Ph.D. in Economics from Texas A & M University. He is a graduate of the Management Development Program at Harvard University. Dr. Gillette is Chair, Department of Business at Sierra Nevada College. He also serves as a faculty member in the Tulane University EMBA program. Dr. Gillette has received two teaching excellence awards in the Tulane University EMBA program and a university-wide outstanding teaching award at both Spalding University and Southern Methodist University. He has successfully led the development of assessment programs at four institutions.

Peter Gold was the Associate Dean for Liberal Studies and General Education in the College of Arts and Sciences at the University at Buffalo with additional responsibility for conducting course evaluations and introducing online evaluations eight semesters ago. Currently, he represents Academic Management Systems and consults with campuses considering enhanced student evaluations.

Genille Goldson is the Coordinator for Multicultural Student Organizations at the University of North Carolina Wilmington. She recently completed her B.A. in Communication Studies at UNCW with a minor in Spanish. Her position within the Campus Activities & Involvement Center focuses on the support and advisement of a diverse group of student organizations. As a member of the Student Affairs Diversity Committee, Genille also plans and implements programs to educate students on diversity related subjects.

Jonathan Gordon received his Bachelor's degree from the University of Toronto in 1988. After receiving his Ph.D. in Political Science in 1996 from the University of North Carolina at Chapel Hill, he worked as a post-doctoral research associate in the UNC Office of Institutional Research. Jon joined the University System of Georgia as a research associate studying distance education programs. He later worked in the System Office of Strategic Research and Analysis. In October 2002, he joined the Office of Assessment at Georgia Tech, and in 2007 became the Director of Assessment.

Sandy Graham is an Associate Professor in the Department of Agricultural Services & Development at Tarleton State University and coordinates in internship experiences for students in the Department.

 

Tom Gross is a professor of mathematics and economics and chair of the Herzing College General Education committee.

Barb Handley-Miller has been teaching speech and communication at Delta College since 2002. She has been actively involved with identifying ways to assess Information Literacy since becoming involved with Delta's General Education nearly 5 years ago.

Sue Harbour teaches Education 131 - Career Exploration at the University of North Carolina, Chapel Hill. She counsels students in the career planning & exploration process. She holds a M.S. in Counseling from California State University, Long Beach and a B.A. in Sociology from California State University, San Bernardino. She has worked in higher education for over twelve years. Prior to coming to UNC, she was a Counselor in Career Services at the University of California, Riverside for nine years.

Karen Helm is director of University Planning and Analysis (UPA) at NC State University, where she is responsible for accountability reporting and for coordinating assessment activities across the university, as well as for planning and institutional research. A former commissioner for SACS, she has also led two reaffirmations at NC State and has consulted with a variety of institutions on accreditation and strategic planning.

Amy Henry received her Bachelor's degree from the College of William and Mary in 1994 and her Master of Science in International Affairs from the Georgia Institute of Technology in 2004. Amy worked for one year at Old Dominion University before joining Georgia Tech's staff as the first staff member devoted to study abroad work in 1995. Amy is now the Director of Education Abroad at Georgia Tech.

Kim Hunter, MBA, is Director of Instructional Technology, E-Portfolio Coordinator, and a member of the leadership teams for the College of Mount St. Joseph's institutional assessment efforts and several faculty learning communities. She is past co-chair of the Assessment Committee and a former faculty member of the Computer Information Systems program.

Shree Iyengar, PhD, a full-time professor, teaches chemistry at Anne Arundel Community College located in Maryland. He coordinates the use of Worldwide Instructional Design Systems (WIDS) software to develop learning outcomes for courses and programs. He has given assessment workshops at community colleges, and in regional conferences and has presented on assessment-related topics in a number of settings. He has served on regional accreditation teams. He is a representative on the Innovation and Inquiry for Student Learning project funded by the Lumina Foundation. He serves on the Competency Task Review team, which is engaged in the process of updating the college-wide competencies.

Ken Jarvis is an Associate Professor in Hospitality, Culinary Arts & Tourism (HCAT) Institute at the college. He has served as the Chairman of the Academic Forum, which is a governance body at the college, and continues to serve as a member of the Strategic Planning Council and Academic Council. He coordinates assessment activities for part-time faculty in the HCAT Institute. He serves on the Learning Outcomes Assessment Subcommittee in the college and is a member of a Competency Task Review team. He is a representative on the Innovation and Inquiry for Student Learning project funded by the Lumina Foundation.

Natasha Jeffreys is currently the Director of Student Development at Winston-Salem State University, and the Advisor for the Senior Class. Natasha is actively working on a formal Co-curricular program for the Division of Student Affairs, implementation of leadership program; and actively finalizing plans for Rams Live and Learn 2008, residential learning communities designed to engage students, staff and faculty in active and collaborative teaching and learning. Natasha facilitates both female and male mentoring programs, and works closely with students, faculty, and staff on initiatives related to student success. Natasha has a MPH from the University of North Carolina at Greensboro.

Chuck Johnson is mathematics instructor at Herzing College, Online.

Jessica L. Jonson, Ph.D, is the Director of Institutional Assessment at the University of Nebraska - Lincoln.

Mary Kay Jordan-Fleming, Ph.D., is Assessment Coordinator and associate professor of psychology at the College of Mount St. Joseph. She participated in writing the College's 2006 self-study for the Higher Learning Commission and co-facilitates a faculty learning community on formative assessment using e-portfolio.

Sue Kearney is Assistant to the President for Planning and Dean of Institutional Effectiveness at Meredith College. Following her service as Director of Admissions at the College, she moved into institutional research and enrollment planning. Ms. Kearney led the efforts to design a comprehensive, coordinated program of assessment at Meredith and now heads the Research, Planning and Assessment Office. She received the Presidential Award for her work during the College's last SACS reaffirmation and currently serves as the SACS Liaison for Meredith College. She has been actively engaged in various professional organizations throughout her career.

As the Assessment Coordinator for the University of Northern Colorado, Angie Koponen assists academic and student services programs with program evaluation, data management, and student assessment through group and one-on-one training. Additionally, she assists faculty with eportfolio processes and management. Her experience includes technical training, performance and processes improvement advising, and data management. Ms. Koponen is pursuing a Ph.D. in Educational Technology and expects to graduate in 2009. She holds a Master of Arts in Human Communication and an Interdisciplinary Bachelor of Arts with emphases in Business Management and Marketing, Writing, and Human Communication.

Ann Kuhlman is the Director of the Office of International Students and Scholars (OISS). Ann joined Yale University in 1999 after having worked for more than twenty years in the field of international education at the University of Pennsylvania. She received her master's degree in international relations from Penn and her bachelor's degree from the School for International Training. Kuhlman has been an active member of NAFSA for many years and has held a number of leadership positions in the association. She currently serves on the boards of the CT Fulbright Alumni Association (having received a Fulbright Award to Korea in 1999) and the International Association of New Haven.

Frank Lanzer, Assistant Professor, Engineering Technologies, is a Co-Chair of the Learning Outcomes Assessment Subcommittee at the college. He has presented in a number of regional and national conferences including the League for Innovations' CIT events. Currently, he is a liaison to Competency Task Review Teams.

Thierry Leger is Associate Dean of the College of Humanities and Social Sciences and Associate Professor of French at Kennesaw State University. For the past four years he has chaired the College of HSS Taskforce on Assessment and he has been a member of the University Assurance of Learning Council. He has been involved with program assessment for the past ten years, first for the Department of Foreign Languages, then on the Assessment sub-committee of the General Education Council, and more recently for the College of HSS.

Lucy LePeau is the Assistant Dean of Students for New Student Programs at UNC Charlotte. She is currently in her third year in this role. Prior to working at UNC Charlotte, she earned her masters degree in Higher Education and Student Affairs in 2005 from Indiana University in Bloomington. She earned her bachelor's degree in psychology from Marquette University in 2000. Between undergraduate and graduate school she worked at Marquette for three years, one as an admissions counselor and two as the Coordinator for New Student Programs.

Dr. Nathan K. Lindsay is the Director of Student Life Assessment at the University of North Carolina Wilmington. He completed his Ph.D. in Higher Education at the Center for the Study of Higher and Postsecondary Education at the University of Michigan under the direction of Dr. Patricia King. He also received a master's degree in Instructional Systems Technology from Indiana University. His research interests include efforts to enhance the holistic development of students, the improvement of learning and teaching, the integration of technology into higher education contexts, and international /comparative issues in higher education.

Steven Liparulo is Program Director for Pedagogy at the University of Houston Writing Center, in which capacity he has developed college writing programs for the C. T. Bauer College of Business and Conrad N. Hilton College of Hotel and Restaurant Management. Currently leading the pilot project for electronic portfolios at U of H, and serving as Assessment Coordinator for the College of Liberal Arts and Social Sciences, Dr. Liparulo's most recent publication is "Keeping Assessment Local: The Case for Accountability through Formative Assessment," co-authored with Libby Barlow and Dudley W. Reynolds and published in Assessing Writing.

Fong Mak, Ph.D., P.E. founded MAKTEAM Software in 2003 after he went through a painstaking process of ABET accreditation preparation and developed EvalTools® as a result. He received his B.S.E.E. degree from West Virginia University in 1983, M.S.E.E. and Ph.D. in Electrical Engineering from the University of Illinois in 1986 and 1990. He has published six conference papers and offered four workshops on outcomes assessment. He is currently the Chair of Electrical and Computer Engineering and the Program Director for the professional-track Gannon/GE Rail Embedded Software Graduate Program at Gannon University.

Malissa Martin, Ed.D., ATC, CSCS, is Chair of the Assessment Committee, co-facilitator of a faculty learning community on formative assessment using e-portfolio, and professor and program director of athletic training at the College of Mount St. Joseph. She also chairs the Assessment Committee at Rocky Mountain University of Health Professions where she has a faculty appointment and directs the D.Sc. program in athletic training.

Andrew McCann is the founder and president of Subjective Metrics, the developer of Waypoint Outcomes. An engineer, writer, and assessment consultant, McCann developed Waypoint to help teachers create exceptional feedback for their students and to develop rich, longitudinal data on achievement aligned with customized learning outcomes. A Visiting Professor of English at Drexel University in Philadelphia, McCann frequently works with both K12 and higher education institutions on accreditation, assessment, and Waypoint implementation initiatives. Earlier in his career he spent five years with General Electric Co. in a variety of positions, including leading ISO 9000 certification and Six Sigma quality initiatives.

Stephanie Moore, Ph.D. holds her doctorate in Educational Technology and has extensive experience building effective learning environments, in class and online. She has specific expertise in effective assessment of learning and performance and has worked in institutional assessment capacities both in higher education and in K-12 at the state level with the department of education. She currently works as an Instructional Designer for the Center of the Enhancement of Teaching and Learning, partnering with the Office of Assessment at UNC to develop and deliver the Student Services Assessment Institute.

William Moses is a professor of art and coordinator of emotional intelligence assessment at Gallaudet University, Washington, DC. For the past four years he has worked with the First Year Experience program teaching classes and training faculty, staff and peer mentors in the use of active learning techniques to address curricular goals. Bill is a certified practitioner of group psychotherapy and psychodrama and a certified emotional intelligence trainer. He has taught in several departments including art, theatre arts, counseling, social work, and clinical psychology. With Catherine Andersen and Constance Staley, Bill is writing Focus on Emotional Intelligence, a text for college students.

Dr. El Nault, Director of Institutional Effectiveness and Assessment, has worked at Clemson for over a decade on numerous assessment initiatives. Being an external reviewer for professional and regional accreditation has given Dr. Nault broad assessment experiences. However, her work is not only at the institutional-level but also in program assessment, discipline accreditation, and grant evaluation. She taught graduate students Assessment in Higher Education and continues her teaching as a mentor in the Creative Inquiry project. Her commitment to research is transcended by her interest in the scholarship of all students.

Dr Abdou Ndoye is the Assessment program Director at the Watson School of Education, University of North Carolina Wilmington. He earned his doctorate from University of Connecticut, School of Education where he was the Director of an Online Master Program and was a member of the university's assessment committee. His research interests include leaning program design and assessment methods, assessment plan designs and evaluation.

Dr. Comfort O. Okpala is the Assistant Dean for Assessment and an Associate Professor in the School of Education at North Carolina A & T State University. In addition to providing leadership in the collecting, analysis and dissemination of assessment data, she also teaches educational research to graduate students. Dr. Okpala has active research programs in educational assessments, equity research and education finance.

Kim Outing advises and instructs undecided students in the First Year College at NC State University. She has coordinated assessment for all facets of the program since 2004.

Frank Parker is Director of Information Services at Johnson C. Smith University.

Dr. Michele Parker is an Assistant Professor in the Educational Leadership Department at UNC-Wilmington. She earned her doctorate in Research, Statistics, and Evaluation at the University of Virginia. She worked in the Office of Institutional Assessment and Studies and assisted with the regional accreditation process. Her research interests include Teacher Education Assessment, Research Methodology, Missing Data, and Non-traditional Students.

Dr. J. Worth Pickering, who is Director of University Assessment at Old Dominion University, will co-facilitate the session "Building a Culture of Assessment: Engaging and Supporting the Faculty and Staff." Worth has worked at Old Dominion University (ODU) for 23 years in the areas of career counseling, student affairs research, and institutional research and assessment. He has been involved in ODU's assessment program from the beginning. One of Worth's primary research interests is assessing student learning and student success of first year students. He also teaches research, assessment, and evaluation courses as an adjunct faculty member.

Marlin Priddy is an Assistant Professor in the Department of Agricultural Services & Development at Tarleton State University and teaches courses in which communication skills of students are assessed.

Kathleen Pusecker is Assessment Outcomes Analyst in the Office of Educational Assessment at the University of Delaware. She develops and coordinates UD assessment activities and publishes assessment reports. She has developed and implemented training protocols to create and assess measurable learning outcomes and creates and analyzes metrics for programmatic assessment, as well as assessment requirements in research proposals and funded grant projects. She has made several presentations on and off-campus focused on developing a culture of assessment of student learning. She manages the Office of Educational Assessment website and implemented a template for programs to upload their educational documents and plans.

Carolyn Radcliff, Associate Professor and Instruction Librarian, has served as the liaison to the Communications Studies department at Kent State for 15 years. She is a founding member of Project SAILS and has an MLS and an MA in communications studies.

Dr. Chandru Rajam is Co-Founder and CEO of EduMetry, Inc., which provides universities and colleges with assessment-of-learning solutions. Prior to that, Dr. Rajam was Founding Dean of Universitas 21 Global, an online university offering MBA. He served the University of Colorado-Denver and at the National University of Singapore, where he was also Founding Director of the Executive MBA Program. After leaving full-time teaching, Dr. Rajam worked at the Economist Intelligence Unit (EIU), a division of The Economist Group. He has consulted for BusinessWeek Conferences and taught in executive-education programs offered by Harvard Business School, Tuck School of Business at Dartmouth College.

Theresa Riel is a math instructor at the East Campus of Pima Community College, is the Faculty Co-Chair of the Student Learning Outcomes Standing Committee, and is a SLO Facilitator for the college district.

Susan Rouse is a Professor of Philosophy in the Department of History and Philosophy at Kennesaw State University. She has been involved in student learning outcomes assessment for 10 years, first in the general education program and now chairs the department assessment committee. She also serves on assessment committees at the college and university levels.

Ms. Toni Bowen Sacry teaches Psychology and Sociology at Robeson Community College.

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 at http://www2.acs.ncsu.edu/UPA/assmt/resource.htm, 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.

Terri Schoone serves as the Director of Institutional Effectiveness at Spalding University. She started her career as a mathematics teacher. She went on to get two masters degrees in computer education and computer science at Florida Institute of Technology, where she got to work both with educators and space coast engineers. She has taught at both the undergraduate and graduate levels. After working in the technology field, Terri took on the challenge of entering the institutional effectiveness profession and has given presentations regarding SACS reaccreditation, general education assessment and the use of assessment results at several national and state conferences.

Jeff Seybert is currently Director of Research, Evaluation, and Instructional Development at Johnson County Community College in Overland Park, Kansas. He has been in the Office of Institutional Research at JCCC for twenty-five years. He is past president of the National Community College Council for Research and Planning and the MidAmerica Association for Institutional Research, and has served on the Board of Directors of the Association for Institutional Research (AIR). Jeff serves as consulting editor for the Journal of Applied Research in the Community College, The AIR Professional File, consulting editor and contributing columnist for Assessment Update, and project director for the Kansas Study of Community College Instructional Costs and Productivity and the National Community College Benchmark Project He has published more than 50 articles and book chapters and served as consultant to more than 100 colleges, non-profit, and other organizations around the world.

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.

Geetanjali Soni is Coordinator of Assessment for the Learning in a Technology Rich Environment (LITRE) initiative at NC State. Her research and professional interests focus on the use of technology to create effective learning environments. She has worked on the development of teaching resources for elementary and middle school students. Geetanjali also helped develop and administered the Louisiana Virtual School before moving to North Carolina. At NC State her focus is on working with faculty to research the impact of technology rich environments on student learning. Geetanjali has a Masters in early childhood education and a Ph.D. in Educational Research.

Dr. Kim Sousa-Peoples has been working in student affairs since she was an undergraduate student. She has served in capacities in student activities, orientation, parent and family programs, housing, commuter student services, student union, auxiliary services, and judicial affairs. Kim is a two time graduate of the University of South Carolina with a BA in Journalism and Mass Communication and a M.Ed. in Higher Education/Student Affairs Administration. She earned a Ph.D. in Higher Education Administration in 2001 from the University of North Carolina at Greensboro.

Joni E. Spurlin, Ph.D., University Director of Assessment, and Associate Director of University Planning and Analysis, North Carolina State University. Since 1991, she has provided leadership and expertise to faculty, administration and staff in development of tools of assessment, and improving institutional effectiveness and planning processes, at all levels: from courses to programs to college/institutional levels. In her current position, she leads efforts to coordinate and improve assessment activities distributed across the university. She provides assistance on assessment of university projects and administrative units. She was the lead editor for the newly published book: Designing Better Engineering Education Through Assessment.

Samantha Streamer-Veneruso is English Faculty and co-coordinator of the Collegewide Outcomes Assessment team. She has led faculty workshops on various distance learning topics, writing syllabi, developing learning outcomes, course based outcomes assessment, and embedding general education competencies among other things.

Dr. Karen Stein is Faculty Director of Educational Assessment at the University of Delaware. Her responsibilities focus on engaging academic programs and units in the assessment of student learning outcomes, chairing the University Council on Educational Assessment, directing the Assessment Faculty Fellows program which she developed, and coordinating all assessment efforts. She has made presentations on assessment of student learning outcomes at several national and international conferences. Dr. Stein, in addition to her assessment responsibilities, also directs the academic program in Leadership in the School of Urban Affairs and Public Policy.

For the past thirteen years Mike Tierce has assisted with a number of assessment projects for the English Department, including two five-year program review reports, assessment reports generated in preparation for a recent SACS visit, and a number of annual assessment reports. My current responsibilities as Associate Department Chair include 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.

Deborah Tippett is professor and Head of the Department of Human Environmental Sciences at Meredith College. Dr. Tippett is the co-author of Teen Life: Living, Learning, and Caring and the first vice chair of Kappa Omicron Nu Honor Society. She has been a national officer with Council of Administrators in Family and Consumer Sciences, the Family and Consumer Sciences Education Association and a past governing board member of NC-Association for the Education of Young Children. Her awards include: Regional Teacher of the Year, the President's Award for Excellence, and the Excellence in Teaching Award at Meredith College.

Barbara E. Walvoord, Ph.D., is Professor Emerita at the University of Notre Dame, Indiana. She was the founding director of Notre Dame's Center for Teaching and Learning, and she coordinated Notre Dame's self-study for re-accreditation from the Higher Learning Commission of the North Central Association. She has consulted and led workshops at more than 300 institutions of higher education, on topics such as assessment, effective teaching, the scholarship of teaching and learning, and writing across the curriculum. Named the Maryland English Teacher of the Year for Higher Education in 1987, she has taught English and interdisciplinary humanities courses for more than forty years.

Her publications include Teaching and Learning in College Introductory Religion Courses (Blackwell, 2008); Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and General Education (Jossey-Bass, 2004); Effective Grading: A Tool for Learning and Assessment (with Virginia Johnson Anderson, Jossey-Bass, 1998); Academic Departments: How They Work, How They Change (with others, Jossey-Bass, 2000); In the Long Run: a Study of Faculty in Three Writing Across the Curriculum Programs (with Linda Hunt, E. Fil Dowling, and Joan McMahon, National Council of Teachers of English, 1997); Thinking and Writing in College: A Naturalistic Study of Students in Three Disciplines (with others, National Council of Teachers of English, 1990); and an award-winning video for faculty, Making Large Classes Interactive.

Ken Weiner is a mathematics professor with over 35 years experience, who is currently co-coordinator of the College-wide Outcomes Assessment Team. He has conducted scores of research studies, and has extensive experience in analyzing and presenting data, and using it to guide institutional decisions. He has also provided outcomes assessment training, workshops, seminars, and individual consultation to numerous non-profit organizations, and is co-author, in collaboration with The Urban Institute, of "Developing Community-wide Outcome Indicators for Specific Services."

Dan Weinstein is currently the Executive Director of Institutional Effectiveness at Winthrop University in Rock Hill, SC. He is also a staff member of Institutional Effectiveness Associates (Jim Nichols' group) and provides assessment consulting services to colleges and universities around the country. Weinstein's latest publications include chapters in "Road Map for Outcomes Assessment" (Nichols 2005), and a chapter in ACT's "General Education Assessment Handbook" (2006).

Roger Werbylo is the Department Chair of Mathematics on the West Campus of Pima Community College and is a Student Learning Outcome Facilitator for the college district.

Steve Whitten is the Vice President of Planning and Effectiveness at American Intercontinental University.

Dr. John T. Willse serves as Assistant Professor in the Department of Educational Research Measurement at the University of North Carolina, Greensboro. His research interests include educational measurement, practical applications of classical and modern test theory, outcomes assessment in higher education, and computer adaptive testing.

Dave Wilson is Associate Vice Chancellor for Academic Affairs and a Professor in the College of Education and Human Sciences. Wilson has received the Swanson Award for Teaching Excellence, a College Distinguished Teaching Award, and the AACTE Outstanding Writing Award for his book, Teacher Narrative as Critical Inquiry: Rewriting the Script, co-authored with Joy Ritchie. Prior to graduate school, Wilson taught high school in rural and urban settings in Missouri, Afghanistan, Pennsylvania, and his native Iowa.

Dr. Peter Wooldridge has been at Durham Technical Community College since 1989. He has served as a full time instructor of psychology, Program Director for the Associate in Arts program, Discipline Chair for Social Sciences and Humanities, and Associate Dean of Arts and Sciences. He currently oversees learning outcome assessment for his department. He served as Academic Dean for the Chesapeake Campus of Tidewater Community College during the 2003-2004 academic year.

Louise Wringe graduated from the University of Exeter in 1996. Following two years working for the Ministry of Education in Japan, she joined Hobsons in 1999. Louise was responsible for implementing marketing and recruitment campaigns for universities, government departments and professional bodies. In 2005 Louise went on to head up the Education Research division, providing research and consultancy for over 40 UK institutions. At i-graduate Louise has lead Global Business Development, securing partnerships with universities in five countries. She works with and provides consultancy for institutions such as KU Leuven, Trinity College Dublin, Imperial College London, University of Cincinnati, Pennsylvania State University and Yale University.

Until her 2007 retirement, Jean Yerian was Director of Assessment at Virginia Commonwealth University in Richmond. In 2001-2004, she was a member of the core team for VCU's reaffirmation of accreditation effort. In this role, she was one of the primary developers of WEAVEonline, a Web-based assessment management system to support summative and formative assessment for both academic programs and administrative or support services. She continues work with WEAVEonline now. Jean has a rich background in academic and student affairs areas, at VCU and elsewhere. She has worked in public and private higher education, in both two- and four-year institutions.

Wook-Sung Yoo received his D.D.S. degree from Seoul National University in 1982, M.S. and Ph.D. degrees in Computer Science from Florida Institute of Technology in 1988 and 1995. He is an associate professor in Computer and Information Science at Gannon University. He is the director of the Bioinformatics Program at Gannon and have served as a chair of the International Medical Informatics Association (IMIA) Dental Informatics working group for 6 years. He co-founded MAKTEAM Software and serves as a technical officer for the software development.

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.

Stephen C. Zerwas is Director of the Office of Academic Assessment at the University of North Carolina at Greensboro. Stephen has worked in student affairs and as a faculty member for over 20 years. He has worked in the areas of academic assessment, academic advising, counseling, testing and student affairs research and has taught courses in research, assessment, and evaluation and statistics. He is the author of numerous Microsoft Access assessment applications. He has provided consultation services and workshops on topics including academic assessment, goal analysis and objective building, and general education assessment at the national level.