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

Research & Service

As Director of the National Institute for Learning Outcomes Assessment (NILOA), she examines undergraduate learning experiences through the lens of assessment and evaluation, organizational evidence use, and evidence-based storytelling. Dr. Jankowski has led advancements in the field of assessment including new areas of study such as digital narratives, philosophies of assessment, and equity and assessment. Her breakthrough research on assessment has impacted the field as demonstrated through her regular and ongoing requests to speak to various higher education audiences on national topics of assessing student learning. In addition, as chair of AERA Special Interest Group on Measurement and Assessment in Higher Education, as well as board member of various national and international assessment related communities of practices and publications, she shapes the dialogue and future research of the field of learning outcomes assessment.


Montenegro, E., & Jankowski, N. (2015). Focused on what mattes: Assessment of student learning outcomes at minority-serving institutions. Urbana, IL: NILOA.  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. San Francisco, CA, USA: Jossey-Bass.

Hutchings, P., Jankowski, N., & Ewell, P. (2014). Catalyzing assignment design activity on your own campus: Lessons from NILOA's assignment library initiative. Urbana, IL: NILOA.  link >

Jankowski, N., & Marshall, D. (2014). Roadmap to enhanced student learning: Implementing the DQP and Tuning. Urbana, IL: NILOA and IEBC.  link >

Gannon-Slater, N., Ikenberry, S., Jankowski, N., & Kuh, G. (2014). Institutional assessment practices across accreditation regions. Urbana, IL: National Institute for Learning Outcomes Assessment.  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. Urbana, IL: National Institute for Learning Outcomes Assessment.  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, 45 (6), 6-15.

Baker, G., Jankowski, N., Provezis, S., & Kinzie, J. (2012). Using assessment results: Promising practices of institutions that do it well. Urbana, IL: National Institute for Learning Outcomes Assessment.  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. Urbana, IL: National Institute for Learning Outcomes Assessment.  link >

Provezis, S., & Jankowski, N. (2011). Presenting learning outcomes assessment results to foster use. Handbook on Measurement, Assessment, and Evaluation in Higher Education ( pp. 602-612). New York, NY, USA: Routledge.


Public Policy in Higher Ed (EOL 577) 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.

Jankowski, Natasha

Director, NILOA, Education Policy, Organization and Leadership



194 Children's Research Center
51 E. Gerty
Champaign, IL 61820

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