Peggy L. Maki is a higher education consultant, specializing in assisting undergraduate and graduate colleges and universities, higher education boards, higher education organizations, and disciplinary organizations integrate assessment of student learning into educational practices, processes and structures. She has served on several assessment advisory boards, including the national advisory board for AAC&U’s VALUE Project and its Quality Assurance Group and one of Lumina Foundation’s advisory boards. In August 2016 she was appointed to the National Institute for Learning Outcomes Assessment’s (NILOA) National Advisory Panel. For three years she was sole consultant to the Rhode Island Board of Governors for Higher Education and its public higher education institutions under a multi-year assessment project. From May, 2011-May, 2013 under a grant from the Davis Education Foundation awarded to the Massachusetts Department of Higher Education, she served as sole consultant to the 28 public colleges and universities in Massachusetts to assist them build their assessment capacity to score students’ authentic work using the VALUE rubrics.
Altogether, she has presented over 560 workshops and keynotes in the US and abroad. At the request of Inside Higher Education, Educause, and Project Kaleidoscope, she has presented national webinars on assessment of student learning.
Her handbook on assessment, Assessing for Learning: Building a Sustainable Commitment across the Institution, was published in 2004, by Stylus Publishing, LLC. In 2007 Stylus published her co-edited book, The Assessment of Doctoral Education. In 2010, her second edition of Assessing for Learning, was published by Stylus Publishing, as well as her edited collection of faculty perspectives on and experiences with assessment,Coming to Terms with Assessment. She has written numerous articles on assessment for journals and books. In 2015 AAC&U commissioned her to write one of its Centennial publications that makes the case for using VALUE rubrics for assessing student learning in undergraduate education. In February, 2017 Stylus published her most recent assessment book, Real-time Student Assessment: Meeting the Imperative for Improved Time to Degree, Closing the Opportunity Gap, and Assuring Student Competencies for 21st-Century Needs.
She is also the recipient of a national teaching award, The Lindback Award for Distinguished Teaching.
Dr. Michele DiPietro is the Executive Director of the Center for Excellence in Teaching and Learning and a Professor in the Department of Statistics and Analytical Sciences at Kennesaw State University. He is also a former President of the Professional and Organizational Development (POD) Network in Higher Education, the premiere faculty development association in North America, and a Board Member of the International Consortium for Educational Development (ICED). With his former Carnegie Mellon colleagues, Dr. DiPietro is a co-author of “How Learning Works: 7 Research-Based Principles for Smart Teaching.” The book was listed at #3 in a “Top 10 Books on Teaching” list on the Chronicle of Higher Education. His scholarly interests include learning sciences, academic integrity, diversity and inclusion, the Millennial generation, statistics education, the consultation process in faculty development, and teaching in times of tragedy. He has presented dozens of workshops and keynotes at numerous colleges and conferences, in the US and abroad, and some of his scholarship has been translated into foreign languages (Chinese, Hebrew, Italian, Japanese, Korean, and–forthcoming–Spanish). He won the POD Innovation award for the online consultation tool “Solve a Teaching Problem.” His innovative course “The statistics of sexual orientation” has been featured on the Chronicle of Higher Education and several other magazines. Dr. DiPietro is the 2015 recipient of the Bob Pierleoni Spirit of POD award, the highest honor bestowed in the field of educational development for professional achievement and legacy to the field.