DQP/Tuning Coaches

Request for Proposals for DQP/Tuning Coach Visits

The National Institute for Learning Outcomes Assessment (NILOA) is currently accepting proposals from institutions seeking to advance and accelerate campus initiatives to enhance student learning through DQP/Tuning Coach visits. Proposals are due by March 17.

To advance and accelerate campus initiatives to enhance student learning, the National Institute for Learning Outcomes Assessment (NILOA) and Lumina Foundation are again pleased to offer a practical, useful resource to improve student learning at your institution- DQP/Tuning Coaches.

NILOA is working with a group of DQP/Tuning Coaches who are available to help colleges and universities with their improvement efforts. Drawn from different types of institutions around the country, the Coaches are experienced faculty, administrators and staff who know first-hand about the utility and value of the Degree Qualifications Profile (DQP) and Tuning, and can assist with local-level implementation opportunities and challenges. Because they are knowledgeable about the DQP, Tuning, assignment design, assessment and strategies for institutional change, the Coaches can encourage and support institutions at various stages of the DQP/Tuning work. Since January 2015, DQP/Tuning Coaches have assisted more than 20 institutions and organization.

DQP/Tuning Coaches are available for a one-day campus visit at no cost to the host institution. A Coach will be paired with the requesting institution based on a match of interests, intended outcomes, and expertise.

To learn more about the DQP/Tuning Coach initiative, please contact Dr. Gianina Baker, NILOA Assistant Director, at baker44@illinois.edu, or Katie Schultz, NILOA Project Manager, at keschul2@illinois.edu.

You can request a visit from a coach by completing the form.


DQP/Tuning Coaches

Download all coach bios (docx)

Sandra Bailey - Oregon Institute of Technology

Sandra Bailey is the director of assessment at Oregon Tech, a position she has held since 2010. In this role, she has guided institutional and program assessment efforts, communicated results to constituents, and documented a growing culture of continuous improvement. Bailey now leads a task force engaged in a comprehensive general education review using assessment results to guide the redesign of general education at Oregon Tech. She is a member of the Faculty Engagement group of the Multi-State Collaborative to Advance Learning Outcomes and Assessment, and has been an invited presenter for various national assessment conferences.

Ellen Baker Derwin - Brandman University

Ellen Baker Derwin is the associate dean of curriculum and assurance of learning and associate professor of communication for the School of Arts and Sciences at Brandman University. She oversees continuous improvement, new program and course development, and assessment. Derwin chairs an interdisciplinary faculty team to redesign general education using the DQP framework. She also chairs the general education curriculum team for competency-based education (CBE), and created several modules for Brandman’s inaugural CBE program. She holds a doctorate in psychology from Fielding Graduate University.

Laurie Dodge - Brandman University

Laurie G. Dodge is the vice chancellor of institutional assessment and planning and vice provost at Brandman University. She oversees program assessment and program review, new and revised curriculum, state authorization, and helped lead the creation of the institutional learning outcomes using the DQP framework. Dr. Dodge is serving as chair of the Competency-Based Education Network (C-BEN), has served on Congressional briefings on competency-based education, sits on the University Professional & Continuing Education Association (UPCEA) Advisory Board & Presidential Task Force, and conducts national workshops on design, assessment, and teaching and learning for competency-based education.

Tami Eggleston - McKendree University

Tami Eggleston is professor of psychology and associate dean for institutional effectiveness at McKendree University in Lebanon, Ill. She is the coordinator of the Teaching for Excellence (T4E) faculty-development program and is also a Higher Learning Commission (HLC) peer reviewer. Eggleston regularly presents at conferences and campuses on a variety of topics, including student learning outcomes, assessment tools and best practices, rubrics, data use, assessment-plan design, strategic planning, engaged teaching, technology use, online and blended learning, and team building.

Tyrone Freeman - Indiana University Purdue University Indianapolis

Tyrone M. Freeman serves as the director of undergraduate programs and visiting lecturer in Philanthropic Studies for the Indiana University Lilly Family School of Philanthropy in Indianapolis. In this role, Freeman is growing the first B.A. program in Philanthropic Studies. He leads the ePortfolio and assessment efforts of the school, and teaches in the undergraduate and graduate programs in Philanthropic Studies. Prior to joining the faculty, Freeman served as Associate Director of The Fund Raising School and as Director of Development at the IU School of Education at IUPUI.

Laura M. Gambino - Guttman Community College

Laura M. Gambino is the associate dean for assessment and technology and professor of information technology at Guttman Community College (CUNY). In her role as associate dean, Gambino oversees assessment of Guttman’s institutional student learning outcomes, periodic program reviews, and assessment of programs such as Summer Bridge, global learning, and academic support. Gambino, a leading ePortfolio practitioner and researcher, oversees the college’s institution-wide ePortfolio program, leads the Integrated Planning and Advising for Student Success (iPASS) project, has presented nationally and internationally, and regularly serves as a consultant to higher education institutions.

Elise Martin - Middlesex Community College

Elise Martin is the dean of assessment at Middlesex Community College. She oversees learning outcomes assessment at multiple levels and provides administrative support for curricular and pedagogical initiatives leading to student achievement of institutional and programmatic learning outcomes. She is involved with Massachusetts’ Vision Project work to advance learning outcomes assessment. Martin is also a member of the New England Educational Assessment Network, has served on the board of directors for New England Faculty Development Consortium and has done consulting for several community colleges in Massachusetts.

Daniel McInerney - Utah State University

Dan McInerney is professor of history and associate head of the Department of History at Utah State University. He has been part of statewide Tuning projects in Utah, holds a membership on the Tuning USA Advisory Board, and serves as senior advisor on the American Historical Association Tuning Project. He has given dozens of presentations on the Tuning process to audiences in Utah as well as introducing the work to institutions in Kentucky, Idaho, Texas, Montana and the Midwestern Higher Education Compact. He holds a doctorate in American studies-history from Purdue University.

Brad Mello - Saint Xavier University

Brad Mello is associate professor and chair of the Communication department and a member of the University wide general education committee at Saint Xavier University in Chicago, IL. He is a team leader and the grant author for the National Communication Association’s student learning outcomes DQP/Tuning project. He received his BA and MA in Speech Communication from Penn State University and his Ph.D. in Communication from the University of Oklahoma.

Stephanie Poczos - National Louis University

Stephanie Poczos is an assistant professor and the Director of New Undergraduate Initiatives and Harrison Professional Pathways Program at National Louis University. She was one of the principle designers of the pathways program, which is an affordable and adaptive undergraduate program that provides comprehensive, personalized support for students of any socioeconomic status. The Pathways Program utilizes the Degree Qualifications Profile in 3 tracks of study with 35 customized competencies built and aligned inside of problem-based assessments in the courses. Stephanie has worked in many areas of NLU, most notably designing and implementing the B.A. in Applied Communications program. She has taught and developed courses at a variety of universities, including Charter Oak State College, which was one of the first colleges to utilize a competency-based learning model. Stephanie holds an Ed.S. in Educational Leadership and a Master of Arts in Teaching from National Louis University, and a Bachelor of Arts in Communications from the University of Iowa.

Nancy Quam-Wickham - California State University - Long Beach

Nancy Quam-Wickham is the chairperson of the Department of History at California State University-Long Beach, a position she has held since 2005. Prior to this, she was the editor of The History Teacher journal. She is a participant in the American Historical Association’s Tuning project and has presented her work on Tuning in History at a number of professional meetings. She holds a bachelor's degree from San Francisco State University and a doctorate in history from the University of California-Berkeley.

Ruth Slotnick - Bridgewater State University

Ruth C. Slotnick is the director of assessment at Bridgewater State University (BSU), the largest comprehensive teaching university in Southeastern Massachusetts offering 82 academic degree pathways. Two-thirds of the 9,000 undergraduates identify as students of color, low-income, and/or first-generation students, and over half have transferred from community colleges. Ruth oversees Core Curriculum assessment and assists faculty with program-level assessment. She was a co-investigator on a three-year AAC&U Quality Collaborative grant focusing on the alignment of student learning outcomes at two-and four-year institutions using the DQP the AAC&U LEAP VALUE rubrics. Ruth holds a Ph.D. in Higher Education from the University of South Florida and a M.Ed. in Art Education from Pennsylvania State University.

Sharon Valente - Marymount California University

Sharon A. Valente is associate provost for educational effectiveness at Marymount California University. She has been involved with MCU’s work with the Council for Independent Colleges and NILOA on the use of the Degree Qualifications Profile. Her prior experience includes service as director of institutional assessment and effectiveness at the University of St. Thomas in Houston, Texas, and as director of evaluation and policy studies at the Savannah College of Art and Design. She also served as university coordinator of assessment at Ashland (Ohio) University.

Ereka Williams - North Carolina A&T State University

Ereka R. Williams is an associate professor in the Department of Curriculum and Instruction at North Carolina Agricultural and Technical State University, where she has been on the faculty since 2003. Williams has served in a host of national, regional and on-campus roles, including co-chairing the university’s DQP Pilot Project. She holds a doctorate in curriculum and instruction-teacher education from the University of North Carolina.