Request for Proposals for DQP/Tuning Coach Visits
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 email@example.com, or Katie Schultz, NILOA Project Manager, at firstname.lastname@example.org.
You can request a visit from a coach by completing the form.
Sandra Bailey - Oregon Institute of Technology
Sandra Bailey is professor of business management and the former director of academic excellence at Oregon Tech. During her seven-year tenure as director she guided the institution from an accountability focus to an improvement orientation coordinating assessment with curricular design and faculty professional development. At Oregon Tech she also led a task force in a comprehensive general education review using assessment results and the Degree Qualifications Profile to guide the redesign of general education. Oregon Tech’s new Essential Studies program is an integrated general education program with clear alignment to institutional student learning outcomes. Bailey served on the steering committee of the Multi-State Collaborative to Advance Quality Student Learning (MSC), serves as a reviewer for the Excellence in Assessment designation, and was the Oregon state lead for AAC&U’s Faculty Collaboratives project. She has organized statewide faculty conferences in Oregon and facilitated assignment design workshops with faculty across the country.
Ellen Baker Derwin - Brandman University
Ellen Baker Derwin is the Associate Vice Chancellor of Institutional Assessment and Planning and Associate Professor of Communications at Brandman University. She oversees continuous improvement, new program and course development, and assessment in a distributed campus environment. Ellen’s experience includes chairing an interdisciplinary faculty team to redesign general education using the DQP framework and serving on the Assessment and Program Councils for competency-based education (CBE). She also has extensive experience in instructional design and course development for online and blended modalities. She is passionate about faculty development and innovation in higher education.
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 the President of the Board of Directors for the Competency-Based Education Network (C-BEN) and has served on Congressional briefings on competency-based education. She is on the advisory board for Entangled Solutions and has participated in national higher education initiatives including the Quality Assurance Commons for Higher and Postsecondary Education, Comprehensive Student Record, and Credential Engine. Dr. Dodge serves as Brandman University’s Accreditation Liaison Officer and conducts national workshops on CBE design, assessment, and educational journey.
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.
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.
Paul Hanstedt - Roanoke College
Paul Hanstedt is the Director of Pedagogical Innovation and the Teaching Collaborative at Roanoke College, where he led the revision of a campus-wide general education program, developed an innovative writing-across-the-curriculum program, and coordinated the implementation of the college’s e-portfolio system. He is the recipient of several teaching awards, received a Fulbright to aid general education curricular revision in Hong Kong, and is co-recipient of a FIPSE grant for sustainable faculty development. He is the author of several books on faculty and curricular development, including General Education Essentials and Creating Wicked Students.
Errin Heyman - WASC Senior College and University Commission (WSCUC)
Errin Heyman leads the Initiative for Advancing Leadership for and Visibility in Student Learning Outcomes Assessment at the WASC Senior College and University Commission (WSCUC). She also an instructor in Park University’s Master in Education program, in addition to other consultant-based projects. Errin has served as the Dean of Educational Effectiveness at the University of St. Augustine for Health Sciences, a multi-campus graduate institution, and was the founder of the Center for Excellence in Learning, Teaching, and Assessment at West Coast University. She also spent multiple years at eCollege, a learning management system vendor, where she led the academic consulting and training team. Errin holds an Ed.D. in Higher Education Leadership, with a focus on Curriculum and Instruction; an MA in Teaching of Writing; and a BA in English Writing.
Daniel McInerney - Utah State University
Dan McInerney is professor of history at Utah State University. He has been part of statewide DQP/Tuning work in Utah, serves as senior advisor on the American Historical Association’s Tuning Project, holds editorial positions with Liberal Education and the Tuning Journal for Higher Education, and has delivered presentations on the Degree Qualifications Profile and Tuning at conferences and campuses across the U.S. (as well as in the E.U., Brazil, and Japan). 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 was 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 Professor of History and Chair (Emerita, 2005-2015) at California State University-Long Beach. Prior to this, she was the editor of The History Teacher journal. She has participated in the American Historical Association’s Tuning project, the SSRC’s Measuring College Learning Project, and other initiatives. She is now a Senior Assessment Specialist at Washington State University. She has particular interests in program assessment, general education, assignment design, and as a Quality Matters certified reviewer, in online education. 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.
Laura Avitabile Wankel - Northeastern University
Laura Avitabile Wankel is the Senior Advisor for Strategic Initiatives to the Senior Vice Provost for Undergraduate Education and Experiential Learning at Northeastern University, where she previously served as Vice President for Student Affairs. Prior to Northeastern University, Dr. Wankel was at Seton Hall University where she served as Vice President for Student Affairs beginning in 1995. She has been an active member in NASPA: Student Affairs Administrators in Higher Education at both the regional and national level in a number of leadership positions including Regional Vice President, Executive Committee and Chair of the NASPA Board. Dr. Wankel has served in a consulting capacity to a number of education-related projects, including, Learn and Serve America and the Corporation for National and Community Service (AmeriCorps), NASPA, and the American Association of Collegiate Registrars and Admissions Officers (AACRAO) and has worked on the Lumina Foundation Funded Comprehensive Student Record Project. She holds a bachelor’s degree in American History from SUNY Oneonta where she graduated magna cum laude, an M.Ed. from the University of South Carolina and an Ed.D. in higher education administration from Teachers College, Columbia University.
Ereka Williams - North Carolina A&T State University
Ereka R. Williams is an associate professor in the College of Education at North Carolina Agricultural and Technical State University in Greensboro, NC. Dr. Williams currently serves as the lead for the newly established Department of Administration and Instructional Service and has served the chairperson of the Department of Curriculum and Instruction from 2014-2017 along with a host of service and leadership positions across the campus earning her the University’s Outstanding Teacher of the Year award in 2013-14. Williams co-chaired the University’s Lumina Degree Qualifications Profile Pilot Project resulting in an invitation to participate on the Lumina DQP/HBCU pilot project at the Southern Association for Accreditation of Colleges and Schools Commission on Colleges. Her prior experience with general education assessment includes alignment and curriculum mapping. She holds a doctorate in curriculum and instruction-teacher education from the University of North Carolina.