About the Authors

Victor BordenVictor (Vic) Borden

Victor (Vic) M. H. Borden, Ph.D. is Associate Vice President for University Planning, Institutional Research, and Accountability at Indiana University. He is also a professor of Psychology within the Purdue School of Science at Indiana University-Purdue University Indianapolis (IUPUI) and an adjunct professor in the department of Educational Leadership and Policy Studies (Indiana University School of Education). Dr. Borden's general area of scholarship is on the assessment of organizational performance within higher education institutions. Within this general area, he has pursued four themes: student progress and performance; organizational performance assessment and accountability; diversity and equity within higher education; and organizational learning and development as a framework for institutional research. Dr. Borden has published over 80 articles and book chapters. His professional activities include consulting and teaching workshops on accountability and improvement, program assessment, statistics, survey research, and the use of technology for assessment, decision support, and institutional analysis. He has delivered more than 170 presentations and workshops throughout the U.S. and in Europe, Africa, and Asia. Dr. Borden is an active contributor to several professional associations, most notably, the Association for Institutional Research, of which he is a Past President.

Brandi KernelBrandi Kernel

Brandi M. Kernel is a graduate assistant in University Planning, Institutional Research, and Accountability at Indiana University. She holds a master’s degree in counseling and education psychology, with a focus in the learning sciences. With an interest in student learning in higher education she has explored a wide array of research areas within the field, from examining student enrollment patterns in higher education to the use of argumentation in the classroom to promote critical thinking.  Brandi’s primary interest lies in utilizing theory and research on how people learn to inform innovations in curricula, design effective learning environments, and develop instructional strategies in postsecondary education.  Brandi plans to continue her work in higher education assessment in order to promote policy and reform initiatives that foster positive student learning outcomes.