Natasha Jankowski, Director of NILOA, has presented at numerous national conferences and written various reports for NILOA. Her main research interests include assessment and evaluation, organizational evidence use, and evidence-based storytelling. She holds a PhD in Higher Education from the University of Illinois, an M.A. in Higher Education Administration from Kent State University, and a B.A. in philosophy from Illinois State University. She previously worked for GEAR UP Learning Centers at Western Michigan University and worked with the Office of Community College Research and Leadership studying community colleges and public policy.
Ph.D., Higher Education, University of Illinois, 2012
M.Ed., Higher Education Administratoin, Kent State University, 2006
As Director with the National Institute for Learning Outcomes Assessment (NILOA, Natasha examines undergraduate educational experiences through the lens of assessment and evaluation, organizational evidence use, and evidence-based storytelling.
Montenegro, E., & Jankowski, N. (2015) Focused on what mattes: Assessment of student learning outcomes at minority-serving institutions NILOA: Urbana, IL link >
Kuh, G., Ikenberry, S., Jankowski, N., Cain, T., Ewell, P., Hutchings, P., & Kinzie, J. (2015) Using Evidence of Student Learning to Improve Higher Education Jossey-Bass: San Francisco, CA, USA
Hutchings, P., Jankowski, N., & Ewell, P. (2014) Catalyzing assignment design activity on your own campus: Lessons from NILOA's assignment library initiative NILOA: Urbana, IL link >
Jankowski, N., & Marshall, D. (2014) Roadmap to enhanced student learning: Implementing the DQP and Tuning NILOA and IEBC: Urbana, IL link >
Gannon-Slater, N., Ikenberry, S., Jankowski, N., & Kuh, G. (2014) Institutional assessment practices across accreditation regions National Institute for Learning Outcomes Assessment: Urbana, IL link >
Jankowski, N., & Provezis, S. (2014) Neoliberal ideologies, governmentality, and the academy: An examination of accountability through assessment and transparency Educational Philosophy and Theory 46 (5), 475-487
Kinzie, J., Jankowski, N., & Provezis, S. (2014) Do good assessment practices measure up to the principles of assessment? Assessment Update 26 (3), 1-2, 14-16
Kuh, G., Jankowski, N., Ikenberry, S., & Kinzie, J. (2014) Knowing what students know and can do: The current state of student learning outcomes assessment in US colleges and universities National Institute for Learning Outcomes Assessment: Urbana, IL link >
Jankowski, N., Hutchings, P., Ewell, P., Kinzie, J., & Kuh, G. (2013) The Degree Qualifications Profile: What it is and why we need it now Change: The Magazine of Higher Learning
Baker, G., Jankowski, N., Provezis, S., & Kinzie, J. (2012) Using assessment results: Promising practices of institutions that do it well National Institute for Learning Outcomes Assessment: Urbana, IL link >
Jankowski, N., Ikenberry, S., Kinzie, J., Kuh, G., Shenoy, G., & Baker, G. (2012) Transparency and accountability: An evaluation of the VSA college portrait pilot National Institute for Learning Outcomes Assessment: Urbana, IL link >
Provezis, S., & Jankowski, N. (2011) Presenting learning outcomes assessment results to foster use. Handbook on Measurement, Assessment, and Evaluation in Higher Education Routledge: New York, NY, USA
Public Policy in Higher Ed Intended primarily for doctoral students in higher education, this course will enable students to analyze contemporary public policy issues confronting American higher education. Selected policy issues will be probed in depth, drawing upon scholarly sources and public reports. Students will comprehend the interaction and tension among higher education leaders, and local, state, and federal policymakers. Course Information: Prerequisite: EOL 571 or consent of instructor.
Administration in Higher Ed Designed for students to gain a greater understanding of administrative leadership in higher education. Provides current and future administrators an opportunity to explore foundational theories of academic organization and leadership; investigate contemporary leadership issues within various contexts; and develop analytical skills which connect theoretical frameworks to leadership practice and research.