Staff & Associates
Carrie Allen, Research Analyst, University of Illinois
Timothy Reese Cain, Senior Scholar, Associate Professor, University of Georgia
Peter Ewell, Senior Scholar, Vice President of the NCHEMS
Pat Hutchings, Senior Scholar, Consulting Scholar for The Carnegie Foundation for the Advancement of Teaching
Stan Ikenberry, Co-Principal Investigator, University of Illinois
Natasha Jankowski, Assistant Director and Research Assistant Professor, University of Illinois
Jillian Kinzie, Senior Scholar, Associate Director, Indiana University
George Kuh, NILOA Director and Co-Principal Investigator, Indiana University
Paul Lingenfelter, Senior Scholar and President Emeritus, State Higher Education Executive Officers Association (SHEEO)
Katie Schultz, Research Analyst, University of Illinois
Timothy Reese Cain is a Senior Scholar of the project and an Associate Professor in the Institute of Higher Education at the University of Georgia. His research examines faculty work, academic freedom, unionization in higher education, and related issues. He is an associate editor and the book review editor of the History of Education Quarterly and was on the faculty of the University of Illinois from 2005-2013. He did his undergraduate work at Duke University, earned an MA in Higher Education and Student Affairs at The Ohio State University, and received his PhD in Education from the University of Michigan.
Peter Ewell, Senior Scholar of the project, is also Vice President of the National Center for Higher Education Management Systems (NCHEMS). Ewell’s work focuses on assessing institutional and higher education system effectiveness and the outcomes of college, and involves both research and direct consulting with institutions and state systems on collecting and using assessment information in planning, evaluation, and budgeting. He has direct initiatives funded by the W. K. Kellogg Foundation, the National Institute for Education, the Consortium for the Advancement of Private Higher Education, the Pew Charitable Trusts. In addition, he has consulted with over 375 colleges and universities and twenty-four state systems of higher education on topics related to performance indicators and the assessment of student learning. Dr. Ewell has authored seven books and numerous articles on the topic of improving undergraduate instruction through the assessment of student outcomes. In addition, he has prepared commissioned papers for many agencies including the Education Commission of the States, the National Governors’ Association, the National Conference of State Legislators, and the National Center for Public Policy in Higher Education. A graduate of Haverford College, he received his Ph.D. in Political Science from Yale University in 1976 and was on the faculty of the University of Chicago.
Pat Hutchings, Senior Scholar of the project, joined the Carnegie Foundation for the Advancement of Teaching in 1998, serving as a senior scholar and then as vice president, working closely with a wide range of programs and research initiatives, including the Carnegie Academy for the Scholarship of Teaching and Learning. She has written widely on the investigation and documentation of teaching and learning, the peer collaboration and review of teaching, and the scholarship of teaching and learning. Recent publications, drawing from Carnegie's work, include Ethics of Inquiry: Issues in the Scholarship of Teaching and Learning (2002), Opening Lines: Approaches to the Scholarship of Teaching and Learning (2000) and, co-authored with Mary Taylor Huber, The Advancement of Learning: Building the Teaching Commons (2005). She left her full-time position in December 2009 but continues to work part-time with the Foundation on a broad range of higher education issues. She was chair of the English department at Alverno College from 1978 to 1987 and a senior staff member at the American Association for Higher Education from 1987-1997. Her doctorate in English is from the University of Iowa.
Stan Ikenberry, co-principal investigator, has had a long and visible career in American higher education as an academic leader and student of higher education policy. He held major academic and administrative posts at West Virginia University and Penn State University prior to serving as president of the University of Illinois from 1979-1995 and 2010. Ikenberry worked closely with and led the boards of the Carnegie Foundation for the Advancement of Teaching, AAU, and NASULGC. From 1996 through 2001 he served as president and chief executive officer of the American Council on Education, where he served as the national spokesperson on public policy issues related to higher education on the national level. Relevant to the particular focus of this proposal, Ikenberry is experienced in the workings of accreditation and served as co-chair of the “President’s Work Group on Accreditation” that recommended to the national higher education community the founding of the Council for Higher Education Accreditation. CHEA and other accreditation groups and higher education associations have become increasingly engaged with the challenge of assessment of learning outcomes at the collegiate level.
Natasha Jankowski, Associate Director and Research Assistant Professor with the Department of Education Policy, Organization and Leadership at the University of Illinois Urbana-Champaign, has presented at numerous national conferences and institutional events, and written various reports for NILOA. Her main research interests include assessment and evaluation, organizational evidence use, and evidence-based storytelling. She holds a PhD in Higher Education from the University of Illinois, an M.A. in Higher Education Administration from Kent State University, and a B.A. in philosophy from Illinois State University. She previously worked for GEAR UP Learning Centers at Western Michigan University and worked with the Office of Community College Research and Leadership studying community colleges and public policy.
Jillian Kinzie, Senior Scholar and Associate Director of Indiana University's Center for Postsecondary Research & NSSE Institute, is responsible for organizing the day-to-day activities related to the case study portion of this project. She played a similar role in managing the field research reported in Student Success in College, for which she was a senior co-author. In her role as associate director of the NSSE Institute for Effective Education Practice, she has worked iwth dozens of campuses to develop assessment strategies and advise on usin ghte data to improve student learning. She was the co-principle investigator on the Teagle-funded project to evaluate the efficacy of its investment in suppporting the development and use of assessment instruments in liberal arts college settings.
George Kuh, co-principal investigator and project director, has published more than 300 items (23 books and monographs, 75 chapters, 220 articles), and is an internationally recognized authority on assessment and improving the quality of the undergraduate experience. He has received numerous awards for his research and academic leadership from both scholarly and practitioner-based organizations. Chancellor’s Professor Emeritus of Higher Education at Indiana University, Kuh directed the IU Center for Postsecondary Research between 1999 and 2010, which attracted more than $11 million in grants and contracts during this period. He was principal or co-principal investigator for projects that accounted for $9.5 million of that work, including $3.9 million from the Pew Charitable Trusts to develop and implement the National Survey of Student Engagement (NSSE), which has been used by about 1,400 four-year colleges and universities in the U.S. and Canada. Kuh also has provided leadership for the development and use of other large-scale institutional improvement tools including the Faculty Survey of Student Engagement, the Law Student Survey of Student Engagement, the College Student Experiences Questionnaire Assessment Program, and the Strategic National Arts Alumni Project. In addition, Kuh has directed several multi-institutional studies using qualitative case study methods (such as those to be used in this proposed project), two of which resulted in major books (Involving Colleges, 1991; Student Success in College, 2005/2010).
Paul Lingenfelter, Senior Scholar, is the former President of the State Higher Education Executive Officers (SHEEO). His work focused on successful participation in higher education, accountability, and finance. Under his leadership, SHEEO organized and staffed the National Commission on Accountability in Higher Education, which in March 2005 issued its report: Accountability for Better Results: A National Imperative for Higher Education. He previously served as Vice President of the John D. and Catherine T. MacArthur Foundation, where he established and led the MacArthur Foundation Program on Human and Community Development. Earlier, Dr. Lingenfelter served as Deputy Director for Fiscal Affairs for the Illinois Board of Higher Education. He received an A.B. from Wheaton College in literature, an M.A. from Michigan State University, and a Ph.D. from the University of Michigan in higher education.
Katie Schultz is an EdM student in the Education Policy, Organization and Leadership program at the University of Illinois. She received a bachelor’s degree in Business Administration from Saint Mary’s College in Notre Dame, IN, and worked for several years in accounting and finance. Her interests include finance-related topics such as higher education financing, student financial aid issues, and campus budgeting.
Carrie Allen is a doctoral student in the Education Policy, Organization and Leadership's Higher Education program at the University of Illinois. She received a BA in English from Clarke University in Dubuque, Iowa, and an EdM in Education Policy, Organization and Leadership from the University of Illinois. She is a teaching assistant for the University of Illinois College of Liberal Arts & Sciences' first-year seminar, LAS 101: College Success. Her research interests include first-year programs, student development, and student affairs assessment.
National Institute for Learning Outcomes Assessment