Gavin Henning, Ph.D. is a college student educator with a reputation as an organizer, collaborator, and catalyst for educational change. His professional mission is to generate applied scholarship, bridge theory to practice, create systems and processes, and teach higher education professionals to foster college student learning, development, and success.
He has advanced this mission during his 20+ years in higher education in positions including professor, assessment practitioner, and student affairs administrator. In his current position as Director of the Master of Higher Education Administration and Doctorate of Education Programs at New England College, Gavin helps prepare the next generation of professionals to improve educational organizations. As President of ACPA – College Student Educators International from 2015-2016, he led the premiere higher education association centered on fostering college student learning and development. As President Elect of the Council for the Advancement of Standards in Higher Education and founder of Student Affairs Assessment Leaders, Gavin helps further a national agenda of accountability and continuous improvement of higher education programs and services.
In addition to his practitioner work, Gavin’s scholarship includes two recent books on student affairs assessment. He is co-editor of Coordinating Divisional Student Affairs Assessment: A Practical Guide and co-author of Student Affairs Assessment: Theory to Practice. He has been recognized by for his contributions to student affairs and higher education by receiving ACPA’s Annuit Coeptis award and Diamond Honoree awards.
Gavin holds a Doctor of Philosophy degree in Education Leadership and Policy Studies and a Master of Arts degree in Sociology, both from the University of New Hampshire as well as a Master of Arts degree in College and University Administration and a Bachelor of Science degree in Psychology and Sociology from Michigan State University.
Marilee Bresciani Ludvik, Ph.D. is a professor of postsecondary educational leadership at San Diego State University. She has served in leadership roles within student affairs, academic affairs, and alumni relations at various types of institutions. Marilee has consulted with over 200 institutions on assessment and accountability matters, preparing institutions to meet and surpass accreditation standards within the USA and other countries.
Dr. Bresciani has held faculty and higher education administration positions for over 28 years. In those positions she has conducted enrollment management research, quantitative and qualitative institutional research, course-embedded assessment, and academic and administrative program assessment. Previously as Assistant Vice President for Institutional Assessment at Texas A&M University and as Director of Assessment at North Carolina State University, Dr. Bresciani led university-wide initiatives to embed faculty-driven outcomes-based assessment in the curriculum. She has led reforms in outcomes-based assessment program review, assessment of general education, quality enhancement, and assessment of the co-curricular.
Dr. Bresciani is a leading author of six books on assessing student learning and outcomes-based assessment program review. She serves on the editorial board of the Journal of Research and Practice in Assessment. Her most recent research focuses on using translational neuroscience to inform the design and evaluation of workshops and curriculum to decrease students’, faculty, and administrators’ stress and anxiety and increase their attention, emotion, and cognitive regulation, as well as enhance critical thinking, compassion, resilience, and creativity.
Dr. Bresciani holds a Ph.D. in Administration, Curriculum, and Instruction from the University of Nebraska and a Masters of Arts in Teaching from Hastings College.