Development of VALUE Rubrics: VALUE National Advisory Board

Click on individual names for bios.

Randy Bass
Assistant Provost for Teaching and Learning Initiatives; Georgetown University

Marcia Baxter Magolda
Distinguished Professor of Educational Leadership; Miami University, Ohio

Veronica Boix Mansilla
Research Associate and Lecturer on Education; Harvard University

Johnnella Butler
Provost; Spelman College

Helen Chen
Research Scientist; Stanford University

Ariane Hoy 
Senior Program Officer; The Bonner Foundation

George Kuh
Chancellor's Professor and Director; Center for Postsecondary Research; Indiana University Bloomington

Peggy Maki
Education Consultant; Peggy Maki Associates

Marcia Mentkowski
Director, Educational Research and Evaluation; Alverno College

Gloria Rogers
Former Managing Director; Professional Services; ABET

Carol Geary Schneider
President; Association of American Colleges & Universities

Robert Sternberg
President; University of Wyoming

Kathleen Blake Yancey
Kellogg H. Hunt Professor of English; Florida State University


Randy Bass Randy Bass is Executive Director of Georgetown's Center for New Designs in Learning and Scholarship (CNDLS, pronounced "CANDLES"), a University-wide center supporting faculty work in new learning and research environments. He is the director of the Visible Knowledge Project (VKP), a five-year scholarship of teaching project exploring the impact of technology on learning in the humanities. In conjunction with the VKP, he is also the Director of the American Studies Crossroads Project, an international project on technology and education in affiliation with the American Studies Association, with major funding in the past by the US Department of Education's Fund for the Improvement of Postsecondary Education and the Annenberg/CPB Project. He has served a co-leader of the NEH-funded "New Media Classroom Project: Building a National Conversation on Narrative Inquiry and Technology," in conjunction with the American Social History Project/Center for Media and Learning (at the CUNY Graduate Center). He is also co-editor of the Electronic Resources Editor for the Heath Anthology of American Literature (third edition, Paul Lauter, ed.). He has been working with educational technology since 1986 and has directed or co-designed a number of electronic projects and publications on the use of technology in teaching culture and history. For several years he has served as a facilitator and consultant to the "American Memory Fellows Program" of the National Digital Library of the Library of Congress. For 1998-99, he served as a Pew Scholar and Carnegie Fellow in conjunction with the Pew-funded Carnegie Teaching Academy, for the Carnegie Foundation for the Advancement of Teaching. In 1999, he won the EDUCAUSE Medal for outstanding achievement in information technology and undergraduate education. Bass is Associate Professor of English and a member of the American Studies Committee at Georgetown University. In 1993-4 he served as the American Studies Keck Foundation Faculty Fellow at Georgetown. He is the author of Border Texts: Cultural Readings for Contemporary Writers; and co-editor of Intentional Media: Reflections on Technology and Learning in the Culture and History Classroom, a double issue of the journal Works and Days.


Johnnella Butler is Provost and Vice President for Academic Affairs at Spelman College and Professor of Comparative Women’s Studies. Prior to her arrival at Spelman in September 2005, she was Professor of American Ethnic Studies and member of the English Department Graduate Faculty, and Associate Dean and Associate Vice Provost of The Graduate School at the University of Washington, where she established a nationally and locally award-winning program, The Graduate Opportunities and Minority Achievement Program. A pioneer in curriculum transformation and diversity, she coined the term “difficult dialogues,” co-founded the Center for Curriculum Transformation at the University of Washington, and her co-edited volume, Transforming the Curriculum: Ethnic Studies and Women’s Studies SUNY Press, 1991) is still in demand nationally and internationally. Her most recent publications include the edited volume Color-Line to Borderlands: The Matrix of American Ethnic Studies, “African American Literature and Realist Theory:  Seeking the ‘true-true,’” in Identity Politics Reconsidered, Alcoff, Hames-García, Mohanty, and Moya, eds.; and “Ethnic Studies and Interdisciplinarity” forthcoming in Research Methods in Ethnic Studies, Timothy Fong, ed. In 2006, Professor Butler was awarded the Charles Irby Distinguished Service Award of the National Association for Ethnic Studies.

Helen Chen is a research scientist at the Stanford Center for Innovations in Learning (SCIL). Helen was the project director of the Learning Careers program, a five-year effort funded by The William and Flora Hewlett Foundation examining ways to support student integration of formal and informal learning experiences. Through collaborations with national and international portfolio researchers, she co-led the development of Folio Thinking, a reflective practice that situates and guides the effective use of learning portfolios. Helen is a founding member and co-facilitator of Electronic Portfolio Action and Communication (EPAC), a community of practice focusing on pedagogical and technological issues related to ePortfolios broadly defined. Her current research interests focus on the application of Folio Thinking pedagogy and practices in engineering education and the evaluation of ePortfolios and other social software tools (wikis, weblogs, etc.) to facilitate teaching, learning, and assessment for students, faculty, departments, and institutions. She is also exploring the affordances of these kinds of tools and their implications for the design and evaluation of innovative learning spaces.

Ariane Hoy joined the Bonner Foundation in the fall of 2004 to serve as the Senior Program Officer. She had previously served four years as the Executive Director of Campus Outreach Opportunity League (COOL), a national non-profit that educates and mobilizes college students to be involved in service, activism, and social justice. There, she helped to create an extensive civic engagement curriculum, which is also designed for the Bonner developmental model. She also created the Learning the Lessons from Social Movements Summit and led COOL's merger with Action Without Borders/, which has resulted in the new Idealist on Campus program. Ariane brings extensive experience working with students and young people in civic engagement, having also served three years as the Vice President for Programs at Jumpstart, where she helped lead the creation of an outcome-based integrated program model. Ariane also spent five years as a Program Director and Senior Program Designer and Trainer for the National Academy at City Year and one year at the Echoing Green Foundation in New York City as the Director of the Undergraduate Public Service Fellowship, supporting social entrepreneurs to launch their own innovative programs. She has extensive experience in training development and implementation, including in team leadership, management, organizational change management, event planning, and diversity. She graduated Phi Beta Kappa from Stanford University in 1992 with a degree in Political Science and extensive service-learning experience in East Palo Alto, CA and at the Haas Center for Public Service. She was also awarded the John Gardner Public Service Fellowship and Echoing Green Fellowship for social entrepreneurs.

George Kuh is Chancellor’s Professor of Higher Education at Indiana University Bloomington. He formerly directed IU’s Center for Postsecondary Research which houses the National Survey of Student Engagement (NSSE) and is now a senior scholar with the NSSE Institute for Effective Educational Practice. He has published about 300 items related to assessment, institutional improvement, and campus cultures. Among his 20 books and monographs are Student Success in College: Creating Conditions That Matter (2005), Student Learning Outside the Classroom: Transcending Artificial Boundaries (1994), Involving Colleges (1991), The Invisible Tapestry: Culture in American Colleges and Universities (1988), and Indices of Quality in the Undergraduate Experience (1981). He serves on the editorial boards of Change and Liberal Education and the National Leadership Council for the Association of American Colleges and Universities ten-year “Liberal Education and America’s Promise” initiative.  Kuh has received awards for his research contributions from the American College Personnel Association, Association for Institutional Research, Association for the Study of Higher Education (past president), and the National Association of Student Personnel Administrators. In addition, he received the Academic Leadership Award from the Council of Independent Colleges, the Virginia B. Smith Award for Innovative Leadership from the National Center for Public Policy in Higher Education, and two honorary degrees (Luther College, Millikin University). His teaching and service have been recognized by NASPA, St. Cloud State University, and the University of Iowa.  In 2001 he received Indiana University’s prestigious Tracy Sonneborn Award for a distinguished record of scholarship and teaching.

Marcia Baxter Magolda is Distinguished Professor of Educational Leadership at Miami University of Ohio (USA). She received her masters and Ph.D. from The Ohio State University in Higher Education. She teaches student development theory and inquiry courses in the College Student Personnel masters program. Her scholarship addresses the evolution of learning and development in college and young adult life, the role of gender in development, and pedagogy to promote self-authorship. Her books include Learning Partnerships: Theory and Models of Practice to Educate for Self-Authorship (Stylus Press, 2004), Making Their Own Way: Narratives for Transforming Higher Education to Promote Self-Development (Stylus Press, 2001), Creating Contexts for Learning and Self-Authorship: Constructive-Developmental Pedagogy (Vanderbilt University Press, 1999), and Knowing and Reasoning in College (Jossey-Bass, 1992). She serves as the Executive Editor of About Campus, served as a member of the American College Personnel Association Senior Scholars, and was named as one of 40 young leaders in academe by Change magazine. She also received the National Association of Student Personnel Administrators’ Robert H. Shaffer Award for Excellence as a Graduate Faculty Member, American College Personnel Association’s Contribution to Knowledge Award, and Miami University’s Benjamin Harrison Medallion.

Peggy Maki specializes in assisting undergraduate and graduate colleges and universities, higher education boards, higher education organizations, disciplinary organizations and states integrate assessment of student learning into educational practices, processes and structures. Her work also focuses on assessment within the context of accreditors' expectations for institutional effectiveness. She has served as member of the Board of Contributors of About Campus as well as Department Editor of Assessment for About Campus; is currently Assessment Field Editor at Stylus Publishing, LLC; and has recently been nominated to serve on Information Age Publishing’s editorial advisory board for a book series that focuses on assessment, Research in Management Education and Development.  She annually serves as a faculty member in AAC&U's Institute on General Education and Assessment; has served as a faculty member in the Carnegie Foundation's Integrated Learning Project; and teaches graduate-level seminars focused on assessment. Currently, she also serves as sole consultant to the Rhode Island Board of Governors for Higher Education and its public higher education institutions. She has served as assessment consultant and workshop leader for a Teagle grant awarded to consortia of colleges and universities across the United States; for a Mellon grant awarded to Appalachian colleges and universities focused on assessing students' learning in mathematics, the sciences, and writing; and currently serves as a consultant and workshop leader for a multi-year project in the State of New.  Formerly, Senior Scholar and Director of Assessment at the American Association for Higher Education (AAHE), she has served as Associate Director of the Commission on Institutions of Higher Education, New England Association of Schools and Colleges, Inc., New England’s regional accrediting body; Vice President, Academic Dean, Dean of Faculty, and Professor of English, Bradford College, MA; Chair of English, Theatre Arts, and Communication, Associate Professor of English, and Dean of Continuing Education, Arcadia University, PA.  She has conducted over 380 workshops and keynote addresses on assessment both in the U.S. and abroad. Her articles on assessing student learning have appeared in AAHE’s Bulletin, AAHE’s Inquiry and Action series, about Campus, Assessment Update, Change Magazine, the Journal of Academic Librarianship, Leadership Exchange, and NetResult. Additionally, she conducts writing-across-the curriculum workshops that develop and document student learning. Her handbook on assessment, assessing for Learning: Building a Sustainable Commitment across the Institution, was published in June, 2004, by Stylus Publishing, LLC.  In late 2007 Stylus published her co-edited book, The Assessment of Doctoral Education.

Veronica Boix Mansilla has an Ed.D. in Human Development and Psychology and a Masters in Education from Harvard University. She is a co-Principal Investigator at the Harvard Interdisciplinary Studies Project which with Howard Gardner. The project examines the nature of interdisciplinary research, teaching, learning and assessment.  This multi-year empirical study focuses on recognized institutions and programs (e.g. MIT’s Media Lab; the Santa Fe Institute, the University of Pennsylvania’s Center for Bioethics) to examine cognitive and social dimensions of interdisciplinary work. It also develops practical tools to inform interdisciplinary education. An action-research study geared to formalizing elements of a quality interdisciplinary teaching and learning complements this work.  In collaboration with exemplary teachers in Massachusetts, she and her research team have advanced and tested an actionable theory for quality instructional designs. Veronica is a Lecturer in Education at Harvard Graduate School of Education, she serves as an advisor in various committees (e.g., International Baccalaureate, Organization of American States, NSF-Pastel Project).   

Marcia Mentkowski received her BA from Downer College of Lawrence University and her MA and PhD from the University of Wisconsin, Madison in educational psychology. Dr. Mentkowski is currently professor of psychology and director of the educational research and evaluation department at Alverno College (1976 to present) where she chairs the research and evaluation council, made up of researchers, senior faculty, and administrators. Together, the department and council have responsibilities for college-wide research on learning outcomes, validating student assessment, carrying out institutional and program assessment, researching reflective learning on the College’s Diagnostic Digital Portfolio which captures student performance and assessment across courses and over time, and learning from and contributing to the higher education community in studies of learning, performance, reflection, and personal growth. Mentkowski has served on Alverno’s curriculum committee and is a long-standing member of the council for student assessment—faculty and staff who have broad responsibilities for ability-based learning and performance assessment across the curriculum. The work of the educational research department and council, in collaboration with discipline and ability departments, has contributed to the credibility of Alverno curriculum and scholarship in higher education. She was an invited visiting fellow for 2003 at University of Oxford, Institute for the Advancement of University Learning where she collaborated with Oxford faculty on learning and assessment. Professor Mentkowski is currently principal investigator of a Lumina Foundation grant: Enhancing the Impact of Ability-Based Curricular Innovations at Community and Technical Colleges. She is principal author of Learning That Lasts: Integrating Learning, Development, and Performance in College and Beyond (Mentkowski & Associates, Jossey-Bass, 2000), a culmination of twenty-four years of study. The book received the Outstanding Research Publication Award for 2000 from the American Educational Research Association (AERA), Division I, Education in the Professions.  Dr. Mentkowski has served on a number of editorial and advisory boards in higher education, including the American Educational Research Association (AERA) Executive Council.

Gloria Rogers, PhD, is the Associate Executive Director of Professional Services at ABET. During this time, she has been providing workshops, webinars, seminars and institutes for the development of continuous quality improvement of educational programs and institutional effectiveness related to strategic planning for the past two decades. She has been an external evaluator for major science, math, engineering, and technology initiatives and has served as Chair of two national advisory committees and been a member of numerous review panels for the National Science Foundation. She has served as a reviewer for the Fulbright Senior Scholars program and has been a special editor for two issues of the International Journal of Engineering Education. Gloria has organized fourteen symposia on program assessment and accreditation that have been attended by faculty from 500 institutions around the world. In addition, she has authored 35 assessment‐related articles, given over 100 invited presentations at national and international conferences and facilitated workshops/seminars at over 80 campuses. In addition to her local and national involvement in assessment and educational reform, she has given invited presentations, consultations and workshops in 29 countries including a Fulbright Senior Scholar assignment in Lima, Peru.

Carol Geary Schneider is president of the Association of American Colleges and Universities. Under her leadership, AAC&U launched Liberal Education and America’s Promise (LEAP), a public advocacy and campus action initiative designed to engage students and the public with what really matters in a college education for the twenty-first century. AAC&U has become widely recognized as both a voice and force for strengthening the quality of student learning in college for all students and especially those historically underserved in U.S. higher education; it is working with hundreds of colleges and universities and numerous state systems to expand the benefits of liberal education across the entire curriculum, through new integration between the core outlines of liberal education and student learning in their major fields. Dr. Schneider has published extensively on all the major areas of her educational work and has taught at the University of Chicago, DePaul University, Chicago State University and Boston University. Dr. Schneider is a graduate of Mount Holyoke College with a bachelor's degree in history. She studied at the University of London's Institute for Historical Research and earned the Ph.D. in history from Harvard University.

Robert Sternberg serves as dean of Tufts' School of Arts and Sciences.  He is also a professor of psychology and Director of the PACE (Psychology of Abilities, Competencies and Expertise) Center.  Before coming to Tufts, Sternberg was the IBM Professor of Psychology and Education and Professor of Management at Yale University.  A member of the American Academy of Arts and Sciences, Dr. Sternberg's research covers a wide range of areas, including intelligence, creativity, wisdom, leadership, love and close relationships, and hate.  Sternberg received his BA summa cum laude and Phi Beta Kappa, with honors with exceptional distinction in psychology, from Yale University and his PhD from Stanford University.

Kathleen Blake Yancey is Kellogg W. Hunt Professor of English at Florida State University, where she also directs the graduate program in Rhetoric and Composition Studies. Past Chair of the Conference on College Composition and Communication, the largest scholarly organization for college writing faculty, she is currently President-Elect of the National Council of Teachers of English, a 50,000+ member organization of literacy educators in Kindergarten through graduate school, and the Co-Director of the International Coalition on Electronic Portfolio Research, which has brought together over 40 institutions to focus on and document the learning that takes place inside and around electronic portfolios. She is the author, editor or co-editor of over 60 chapters and refereed articles and ten books, among them Portfolios in the Writing Classroom (1992), Assessing Writing across the Curriculum (1997), Electronic Portfolios (2001), Teaching Literature as Reflective Practice (2004), and Delivering College Composition (2006).