In addition to reporting and analyzing existing data, OPIE team members can
also assist in the collection of data to answer questions relating to the
extent to which the institution is achieving its mission, vision, and values.
In addition, these team members serve as partners in the interpretation of
findings and determination of how they can be used to inform specific
continuous-improvement efforts. OPIE team members can also assist in the
design and implementation of initiatives aimed at (1) judging the value of an
innovative practice and (2) assuring that expectations relating to quality
educational experiences are met and related protocols are followed. Contact
OPIE (firstname.lastname@example.org) to for copies of reports
and papers, to request a new project, and/or to collaborate on a project.
The OPIE team completes white papers and rigorous environmental scans on
topics of stakeholder interest to help inform continuous improvement
efforts. Examples include, but are not limited to:
Best Practices in Demographic Data Collection
IRB Common and Best Practices
Personalized Learning Experiences
The OPIE team works to collaborate with stakeholders to conduct research
projects to examine trends, answer institutional questions, and look for
opportunities for improvement. Examples of projects include, but are not
The OPIE team is actively engaged in collaborative research related to
our office and in support of institutional needs. We encourage
collaborations (e.g., pilots, presentations, papers) with students,
faculty, and staff. We are grateful for these experiences and welcome
more! Examples include, but are not limited to:
Babcock, A., Lehan, T. J., & Hussey, H. D. (2018, April). Speaking the same assessment language in and out of the classroom. Poster presented at the Western Association of Schools and Colleges (WASC) Academic Resource Conference in Burlingame, CA.
Lehan, T., & Hussey, H. D. (2021). To conceal or reveal? An experiential activity. In Wong, M.S., Weiner, L., Cerniak, J., & Yee, L.T.S. (Eds.), Incorporating diversity in classroom settings: Real and engaging examples for various psychology courses. (Vol 2: Intersectionality) (pp. 44-49). Available at the Society for the Teaching of Psychology website:
Lehan, T., Hussey, H. D. & Babcock, A. (2020). Mission unaccomplished: Beyond “talk[ing] a good game” to promote diversity and inclusion. Journal of Educational Research and Practice, 10, 167–184.
Lehan, T. J., Hussey, H. D., & Shriner, M. (2018). The influence of academic coaching on persistence in online graduate students. Mentoring & Tutoring: Partnership in Learning, 26(3), 298-304.
McGuire, J., Lehan, T., & Hussey, H. D. (2021, January). Trends in the provision of disability services online. Virtual presentation. AAC&U Revolutionizing Higher Education after COVID-19.
Willerton, E., & Hussey, H. D. (2020, November). Faculty (dis)Use of Learning Outcome Assessments. Virtual presentation. The 45th Annual California Association for Institutional Research (CAIR) Conference.
Willerton, E., Hussey, H. D., & Watters, Y. (2021). Creating and maintaining psychology research culture in an online environment. In J. Cerniak, M.S. Wong & L.H. Rosen (Eds)., Teaching psychology online (pp. 162-176). Society for the Teaching of Psychology.