• Oversees, maintains, and refines institutional assessment and effectiveness processes across the university• Oversees preparation of accurate and timely accreditation and compliance documents

• Advise Provost on initiatives related to assessment, internal research, and institutional evaluation, including oversight of Seminary wide annual reports on annual assessment.• Serve as a resource for faculty to assist with the development and assessment of appropriate program outcomes. • Develop continuing education resources including instructive assessment videos and workshops.• Lead assessment technology efforts: Partner with the institution’s IT department to devise trainings and processes for assessment software adoption and management.• Engaged in the collection and analysis of quantitative and qualitative data used to improve educational and programmatic outcomes of the institution.• Oversee self-study and accreditation processes, including a 10-year re-accreditation review by Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), resulting in no sanctions or additional reports. • Member of multiple SACSCOC On-Site Reaffirmation Committees. • Oversee submission of reports required by accrediting agencies.• Institutional Review Board (IRB) Chair; revised the IRB process and mentor new board members.

• Constructed surveys for the Student Affairs departments such as the Student Information Desk worker survey which provided valuable feedback about students working at the Information Desk.• Analyzed data for the Student Affairs departments such as the Campus Recreation Survey; the results were later published in the Recreational Sports Journal.• Helped prepare and organize data for Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) re-accreditation.

• Examined the interrelationships of Student Readiness Inventory (SRI)-Middle School and SRI-High School scales.• Examined the construct stability for motivation, social engagement, and self-regulation across the SRI-Middle School and SRI-High School.• Analyzed the test characteristics of the SRI middle school by performing analyses such as structural equation modeling.

• Prepared materials and taught classes twice a week.• Created and graded student exams.• Created and graded student papers.• Received high student course evaluations on the item “the overall quality of teaching” over multiple semesters” (scores ranged from 3.4-3.8, where 4 was strongly agree).