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COoperative eMerging Partnership for Assessment Support and Success of the 3Cs

Team Members:

  • Dr. Nicole Ralston, University of Portland
    • Dr. Nicole Ralston is an Associate Professor in the School of Education at the University of Portland in Portland, Oregon. She received her M.Ed. in Curriculum & Instruction from University of Nevada Las Vegas (UNLV) and her Ph.D. in Educational Psychology in Measurement, Statistics, and Research Design from the University of Washington, and now teaches primarily educational research courses to graduate students, as well as math methods to future elementary teachers. An elementary school teacher at heart, she loves supervising elementary student teachers and supporting local school districts by being the co-director of the Multnomah County Partnership for Education Research (MCPER), a research-practice partnership (RPP) designed to provide district-driven research in service of six local districts.
  • Dr. Heather Dillon, University of Washington – Tacoma
    • Dr. Heather Dillon’s research team is currently working on renewable energy systems, solid-state lighting, fundamental heat transfer studies and engineering education. She is the Chair of the Council on Undergraduate Research Engineering Division and recently served as the Fulbright Canada Research Chair in STEM Education at the University of Calgary, Alberta. Before joining academia, Heather Dillon worked for the Pacific Northwest National Laboratory (PNNL) as a senior research engineer working on both energy efficiency and renewable energy systems, where she received the US Department of Energy Office of Science Outstanding Mentor Award.
  • Dr. Deb Grzybowski, Ohio State University
    • Dr. Deborah M. Grzybowski is a Professor of Practice in the Department of Engineering Education and Assistant Dean of Teaching and Learning in the College of Engineering at The Ohio State University. She has been involved with developing and accessing curriculum for over 20 years. Her research focuses on making engineering accessible for all, including persons with disabilities and underrepresented students, through innovative curriculum, assessment, and professional development. Infusing and assessing entrepreneurial-minded learning into the first-year curriculum and developing a new undergraduate major in Esports and Game Studies at OSU has been her focus for the past few years.

      Previously Deb was the manager of the Large Item Test Facility in the Hazardous Materials Research Facility at Battelle Memorial Institute. She also was the Director of the Ohio Lions Eye Research Facility in the Department of Ophthalmology at OSU for 11 years where her research focused on regulation of intracranial pressure.

  • Dr. Mike Rust, Western New England University
    • Dr. Mike Rust joined the faculty of Western New England University in 2009 where he currently holds the position of Associate Professor of Biomedical Engineering. Dr. Rust is the Director of the Honors Program and Co-Director of the First Year Program in the College of Engineering. He teaches undergraduate courses in bioinstrumentation, physiology, lab-on-a-chip, and global health. Mike is a member of the Institute for Electrical and Electronics Engineers (IEEE) and the American Society for Engineering Education (ASEE). Dr. Rust’s work has been funded by the National Science Foundation (NSF), National Institutes of Health (NIH), American Society for Quality (ASQ), Kern Family Foundation (KFF), and the Jenzabar Foundation. His research interests involve the development of point-of-care medical technologies, including bioinstrumentation for use in low-resource settings.
  • Tim Doughty, University of Portland
    • Dr. Tim Doughty is Professor and Chair of the Mechanical Engineering Program at the University of Portland’s Shiley School of Engineering.  He serves as the KEEN Lead, an advisory board member for the new Innovation Minor, and has served as a University Leadership Coach, a Faculty Scholar for Lawrence Livermore National Labs, and as a Dundon-Berchtold Fellow of Ethics.

      He received his bachelor’s and master’s degrees in Mechanical and Materials Engineering at Washington State University and his Doctorate in Mechanical Engineering at Purdue University. 

      His discipline research interests are primarily in nonlinear vibrations with applications in both nondestructive health monitoring and assistive technology.  His pedagogical interests center around aspirational ethics and student identity, emphasizing engineering in service to humanity.

UNC-Chapel Hill Team
  • Dr. Viji Sathy (PI), UNC-Chapel Hill
    • Dr. Viji Sathy is a Professor of the Practice in the Department of Psychology and Neuroscience, Director of the Townsend Program for Education Research, and Director of the Academic Leadership Program at the Institute for Arts & Humanities. She is a national expert on inclusive teaching, speaking and writing widely on the topic and co-founder of Her research involves evaluating the impact of innovative teaching techniques as well as retention in STEM and directs evaluations of educational programs and curricula. She teaches undergraduate quantitative courses as course-based research experiences: statistics and research methodology, as well as maker courses. She is the recipient of numerous teaching awards, including the campus’ Student’s choice for Best Professor at UNC. Prior to her current position at UNC, she worked at the College Board conducting research on the SATs and non-cognitive predictors of college success. She completed her undergraduate degree in psychology at the University of North Carolina at Chapel Hill, NC (B.S.1996) and her doctorate in psychometrics from UNC-Chapel Hill (Ph.D. 2003). She was born in India but grew up in a small town in NC and is a proud recipient of public education (K-PhD) in NC.
  • Dr. Abigail Panter, Dean, Senior Associate Dean & Professor of Psychology
    • Dr. Abigail Panter (B.A., Wellesley College, 1985; Ph.D., New York University, 1989) is the Senior Associate Dean for Undergraduate Education and a professor of psychology in the L. L. Thurstone Psychometric Laboratory at University of North Carolina at Chapel Hill. She is past president of the American Psychological Association’s (APA) Division on Quantitative and Qualitative Psychology. As a quantitative psychologist, she develops instruments, research designs and data-analytic strategies for applied research questions in higher education, personality and health. She serves as a program evaluator for UNC’s Chancellor’s Science Scholars Program, a multisite adaptation of the successful Meyerhoff Program. She is also principal investigator for The Finish Line Project, a $3 million First in the World grant from the U.S. Department of Education that systematically investigates new supports and academic initiatives, especially for first-generation college students. Her books include: The APA Dictionary of Terms in Statistics and Research Methods (2013), The APA Handbook of Research Methods in Psychology (2012), The Handbook of Ethics in Quantitative Methodology (2011), The Sage Handbook of Methods in Social Psychology (2004), as well as volumes on program evaluation for HIV/AIDS multisite projects.
  • Dr. Bryant Hutson, University Director of Assessment
    • Bryant Hutson, Ph.D., is University Director of Assessment for the University of North Carolina at Chapel Hill. Previously Bryant was Director of the Faculty Teaching and Learning Commons and Associate Director for Student Academic Services at the University of North Carolina at Greensboro. His research focuses on the application of positive psychology and strengths-based theories in higher education assessment practice. He has co-authored four books and over 40 articles and book chapters related to the use of assessment to support student academic achievement and institutional change. He is a recipient of the North Carolina College Personnel Association Distinguished Scholar Award in recognition of his research contributions to the field of Student Development and Student Affairs, as well as the Noel-Levitz Retention Excellence Award for his work in strategic approaches to promoting student success.
  • Dr. Kelly Hogan, Associate Dean of Instructional Innovation and Biology Teaching Professor
    • Kelly Hogan is the Associate Dean of Instructional Innovation for the University of North Carolina at Chapel Hill’s College of Arts and Sciences, The University’s Quality Enhancement Plan Director, and a Teaching Professor in the College’s Biology Department. Since 2004, she has been teaching 400-seat classes on campus using interactive teaching methods and technologies. Hogan’s approach centers on the philosophy that, with the right practice, everyone is capable of learning. By demonstrating the effectiveness of her methods in large lecture classes to promote equity, her work has received national attention in publications such as The New York Times, The Atlantic and The Chronicle of Higher Education. Hogan works with many of Carolina’s faculty and others around the country to help them re-imagine their own teaching. Her teaching has impacted a student audience far beyond those in her UNC-Chapel Hill classes. As the co-author of an introductory biology textbook (Campbell Biology’s Concepts and Connections), Hogan has reached hundreds of thousands of students globally. She has also been recognized through ten different campus, state, and national awards for teaching, mentoring and advising. Recently, she teamed up with her colleague, Dr. Viji Sathy, doing workshops around the country and writing about inclusive pedagogy (  She completed her undergraduate degree in biology at The College of New Jersey in Ewing, New Jersey (B.S. 1996) and earned her doctorate from UNC-Chapel Hill (Ph.D. 2001).
  • Ms. Megan Morin, UNC-Chapel Hill
    • Ms. Megan Morin is the KEEN Program Coordinator in the Applied Physical Sciences department at UNC-Chapel Hill. In her role, Megan supports and coordinates engineering education initiatives within the KEEN grant and department, such as the KEEN Faculty Learning Community, Entrepreneurially Minded Engineering Resource Group for Educators (EMERGE), and the Applied Sciences and Engineering major and minor. She is also a Ph.D. Candidate in Learning and Teaching in STEM Engineering and Technology Education program at North Carolina State University.  


  • Identify, map, and organize established EM assessment tools and resources with peer review and expert engagement into a vetted framework.
  • Develop new and improve existing established EM student assessment and faculty observation tools as needed to improve EM comprehension and classroom practices.
  • Construct a roadmap of assessment tools (flow charts, protocols, taxonomies, etc.) that can be easily navigated for faculty and staff with both different assessment experience and varying levels of resources.
  • Create different pathways of online Thinkific modules to support both faculty (pathway #1) and institutions (pathway #2) in assessment of EM, including protocol development, roadmap navigation, assessment tool usage, and building partnerships with other KEEN institutions
  • Launch the two Thinkific module pathways and evaluate their capacity to coach institutions on the established EM tools and help these institutions to create individualized assessment plans.


Phase 1: Lay of the Land (May 2021 – Jan 2022)

  • Understanding the lay of the land” through review of all assessment materials
  • Interview 15-20 KEEN Network partner interviews
  • Survey employers and conduct focus groups

Phase 2: Collate Information (Jan 2022 – June 2023)

  • Collate information from Phase 1
  • Engaging a computer expert to identify a tool for the Engineering Unleashed community
  • Assessment dataset with attributes and tags

Phase 3: Module Development (June 2022 – Dec 2023)

  • Create approx. 10 short instructional videos Thinkific modules to orient people to the modules, protocols, and documents that are online
  • Two pathways of modules: institutional assessment methods and tools for classroom assessment methods

Phase 4: Pilot (July 2023 – April 2025)

  • Pilot plans and protocols to reiterative and revise tools.


  1. An online roadmap embedded in the Engineering Unleashed website that provides users access to and information about the quality of assessment protocols, procedures, tools, etc. that is searchable and easily navigable.
  2. Two pathways of sustainable Thinkific products that will endure beyond the funding of this project, including instruction about the curated lists of valid and reliable tools, protocols and flow charts, and video clips/vignettes.
  3. Increased engagement with assessment by the Engineering Unleashed community through utilizing the online roadmap and Thinkific pathways, as measured by the number of users, with a target of at least 100 unique faculty per year interacting with the materials. In addition, during Phase 4, module users will be asked to complete a feedback form which will ask them to rate the value of the module; how helpful did they find the information produced?
  4. A final narrative report describing the extent to which the outcomes were achieved.


Contact Megan Morin at