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.