Biographies of DQP/Tuning Coaches
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.
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 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.
Paul Lingenfelter, National Institute for Learning Outcomes Assessment
Paul Lingenfelter is a NILOA senior scholar and president emeritus of the
State Higher Education Executive Officers (SHEEO). Under his leadership,
SHEEO organized and staffed the National Commission on Accountability in
Higher Education. His work focuses on successful participation in higher
education, accountability and finance. He previously served as vice president
of the John D. and Catherine T. MacArthur Foundation. Earlier, he served as
deputy director for fiscal affairs for the Illinois Board of Higher Education.
He holds a doctorate in higher education from the University of Michigan.
David Marshall, California State University-San Bernardino
David Marshall serves as associate director of Tuning USA for the Institute
for Evidence-Based Change. He is the author of the IEBC’s program
implantation guide, Tuning American Higher Education: The Process. He is
also an associate professor of English at California State University-San
Bernardino, where he is the assessment coordinator for the College of Arts
and Letters and the Chair of the Humanities Program. He holds a master’s
degree in medieval studies from the University of York, England, and a
doctorate in English, specializing in medieval literature and philology, from
Indiana University.
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.
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.
Timothy Renick, Georgia State University
Timothy Renick is vice president for enrollment management and student
success, vice provost, and professor of religious studies at Georgia State
University in Atlanta. Since 2008, he has overseen the university’s
enrollment and student success programs. He also is the principal
investigator on grants from the National Science Foundation, the Teagle
Foundation and AASCU, for which he has led a DQP study examining transfer
success strategies in Georgia.
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 cochairing the university’s DQP Pilot Project. She holds a doctorate in
curriculum and instruction-teacher education from the University of North
Carolina.