National Advisory Board
Welcome the newest member of the Washington Center National Advisory Board, Larry Roper!
Larry Roper is a Professor in the School of Language, Culture, and Society, where he is Coordinator of the undergraduate Social Justice minor and the CSSA Masters program. From 1995-2014 he served as Vice Provost for Student Affairs at OSU, where he also served terms as the Interim Dean of the College of Liberal Arts and Interim Director of the School of Language, Culture, and Society. Larry earned his bachelors at Heidelberg College, masters at Bowling Green State University, and doctorate from University of Maryland, College Park. He has worked in housing, career services, student conduct, multicultural services, and as a dean of students. Professional organizations Larry is involved include AAC&U, ACPA, and NASPA. His current areas of research include multiculturalism and diversity, community building, leadership, and identity. Larry currently serves as a Commissioner with the State of Oregon’s Higher Education Coordinating Commission, he served a 4-year term as Editor of the NASPA Journal, and 6 years as a Commissioner with the Northwest Commission on Colleges and Universities.
Larry has more than 60 publications in the form of books, book chapters, journal articles, magazine articles, book reviews and monographs. He writes a regular column for the Journal of College and Character. He is editor of the monograph, Supporting and Supervising Mid-Level Professionals: Charting a Path to Success (2011) and co-editor of, Angst and Hope: Current Issues in Student Affairs Leadership (2016), Teaching for Change: The Difference, Power and Discrimination Model (2007). He has also served on more than 75 thesis or dissertation committees, having chaired more than 40. He is co-editor the recently published monograph Centering Dialogue in Leadership Development (2019).
Larry finds student affairs and higher education work to be energizing and inspiring.
I am a teacher, educator, global traveler, storyteller and life long learner.
I am passionate about teaching and learning, student engagement and retention, culturally inclusive pedagogies, integrated curriculum designs, resistance and resiliency studies and applying ancient and global wisdoms to contemporary situations. My approach to work (and life) is shaped by my practice of appreciative inquiry and my perpetual interest in identifying and shifting negative paradigms that shape our worldviews and hinder our sense of possibilities. I have considerable expertise in the following high impact practices: learning community design, service learning, undergraduate research, and viewing students as valued partners.
I served as the Executive Director of The Evergreen State College’s Tacoma Campus from 1990 to 2008. During my tenure, the campus instituted a value based—inclusivity, hospitality, reciprocity and civility—infrastructure and an “Enter to Learn, Depart to Serve” mission statement; became a Public Art Project destination; and had a retention and graduation rate of more than 89%.
I have over 45 years of experience as a practitioner of learning community excellence, inclusive pedagogy and moving from deficit to asset thinking. I have worked as a resource faculty at NSILC since its inception. I have also done faculty development and student success work with a variety of leader community colleges, college districts, civic, state, regional, and national consortiums. Most recently, I presented at the National Learning Communities Conference and led workshops at Historically Black Colleges and Universities Faculty Development Network Institutes. I am currently the Dream Scholar Student Responder Coordinator for Achieving the Dream – Community Colleges Count Student Success Annual Conferences and a frequently sought after workshop designer and facilitator.
I am a Founding Member of the Association for the Study of Classical African Civilizations (ASCAC) and a Fulbright Scholar. I have done extensive research on Africana History, Culture and Spirituality in Egypt, Ethiopia, Kenya, Uganda, Mali, The Gambia, Ghana, Senegal, Ivory Coast, Cameroon, South Africa, India, the Yucatan, Trinidad, Brazil, Ecuador, Panama and Cuba. I am currently working on an autobiographical triptych and a one-woman show entitled “45 years of Indigestibility while in the Belly of the Higher Education Beast.”
I am a senior scholar with the National Institute for Learning Outcomes Assessment (NILOA). My work has focused on a variety of strategies for creating a campus culture of teaching and learning: student learning outcomes assessment, assignment design, integrative learning, the peer collaboration and review of teaching, and the scholarship of teaching and learning. Prior to my work with NILOA I was senior scholar and vice president at The Carnegie Foundation for the Advancement of Teaching. Recent publications include The Scholarship of Teaching and Learning Reconsidered: Institutional Integration and Impact, co-authored with Mary Taylor Huber and Anthony Ciccone (2011); and, as part of the NILOA team, Using Evidence of Student Learning to Improve Higher Education (2015). I received my BA from Northwestern University and a Ph.D. in English from the University of Iowa.
I am the Associate Director, Center for Postsecondary Research and the National Survey of Student Engagement (NSSE) Institute, Indiana University School of Education. I conduct research and leads project activities on effective use of student engagement data to improve educational quality, and serve as senior scholar with the National Institute for Learning Outcomes Assessment (NILOA) project. I am a co-author of Assessment in Student Affairs (2016), Using Evidence of Student Learning to Improve Higher Education (2015), Student Success in College (2005/2010), and One Size Does Not Fit All: Traditional and Innovative Models of Student Affairs Practice (2008/2014). I am co-editor of New Directions in Higher Education and serve on the boards of the Washington Internship Institute, and the Gardner Institute for Excellence in Undergraduate Education. I received the Robert J. Menges Honored Presentation by the Professional Organizational Development (POD) Network in 2005 and 2011. I earned my PhD from Indiana University in higher education with a minor in women’s studies. Prior to this, I served on the faculty of Indiana University and coordinated the master’s program in higher education and student affairs. I also worked in academic and student affairs at Miami University and Case Western Reserve University.
I believe deeply in the power of collaboration, and that teaching and learning are best accomplished through trusting relationships and teamwork. I am passionate about the role education can play in helping students find their voices and their paths.
For over two decades, I had the privilege to work at the Washington Center, collaborating with colleagues at Evergreen, across Washington State, and nationally on projects aimed at improving student learning and student success. Through the summer institutes, campus consultations, conferences, and national projects, I met faculty and staff committed to making institutions work better for students, particularly students from groups historically underrepresented in higher education. I also taught as an adjunct faculty member in Evergreen’s Evening and Weekend Studies Program.
I am currently serving as the interim Vice President for Academic Affairs at Highline College. Prior to that, I had the opportunity to serve as the Vice President for Instruction at Grays Harbor College. Prior to coming to the Washington Center, I worked at the English Composition Board at the University of Michigan, including several years as the Associate Director for Writing Assessment.
I earned an MA and PhD from the University of Michigan in English Language and Literature, and a BA from Augustana College in Illinois.
I was at Kingsborough Community College for twenty-six years (1986-2012) serving in many capacities. Specifically, as the Director of Academic Affairs for ten years, I was fortunate to have overseen and been part of the Opening Doors Learning Communities and Advanced Learning Communities Programs. These learning communities target under-prepared students at Kingsborough and over the years expanded from an initial enrollment of 100 students each semester to over 1,200. Also, as Director of KCC’s Academic Scheduling and Evening Studies, I developed the college’s Weekend and Evening College, allowing non-traditional students to earn a degree by attending classes solely on weekends and in the evenings.
After leaving Kingsborough Community College, I joined Achieving the Dream as Vice President of Community College Relations and Applied Research, and later as Senior Fellow (2011-2018). During my tenure there I worked to promote the adoption of evidence-based reforms in teaching and learning and college practices to improve student success.
I am delighted to say that I am now the senior resource faculty for the Washington Center’s National Summer Institute on Learning Communities and the Teaching and Learning National Institute.
It is my great pleasure and honor to serve the faculty of the Washington State CTC system as program administrator for faculty development at the Washington State Board for Community and Technical Colleges (SBCTC). In my role, I work with faculty, staff and administrators across Washington State to deepen individual and collective expertise in a variety of instructional areas.
I earned my MA in English Literature at Western Washington University in Bellingham in 2001, and I earned an MFA in poetry from Pacific University in 2008. As a former faculty member (I taught a variety of English courses for more than a decade at a number of Washington State institutions of higher education), my overarching goals are to support educators with self-directed professional learning experiences– namely through communities of practice and faculty learning communities.
I am currently increasing emphasis on support for the scholarship of teaching and learning, leadership development programming for faculty, and a greater emphasis on inclusive teaching and course design. Because I think a lot about the evolving role of our faculty and how best to provide educators with professional learning experiences that model the kinds of effective learning experiences we wish to provide our students, I am excited by the potential of this Institute in terms of providing practical strategies and techniques as we make a paradigm shift in terms of professional development– to move away from the “one and done” model of stand-alone workshops, and instead support faculty learning endeavors that are iterative, long-term, multi-faceted, tuned to local contexts and goals, data-based, and respectful of learners as knowledge-creators.
I came to Evergreen as a psychologist with a particular interest in learning and motivation. For the last fifteen years, I’ve been teaching in the Masters in Teaching program. This two-year coordinated studies learning community and K-12 teacher certification program integrates themes of democracy, multicultural and equity-minded perspectives, and developmentally appropriate teaching practices.
I have also developed and taught in a range of undergraduate interdisciplinary programs including Health and Human Development, a program that used biology, psychology, anthropology, and intercultural communication as tools for learning about physiological and psychological development in a cultural context; Reinhabitation, a first-year program that used psychology, field natural history, and community service to investigate the question of what it means to be an inhabitant in a community; Waste and Want: The Psychology, Business and Science of Consumption, a first-year program designed to investigate the nature, influences and impacts of consumption; Climate Change: Action and Influence, a program that examined the scientific global warming data and explored the psychological factors that made climate change a contested issue.
I teach and work to refine in my own practice in the following areas, including how to:
- use the principles of learning to inform instructional decision making;
- structure opportunities for metacognition that support motivation and learning;
- structure group work and dialogue to promote inquiry and interdependence; and
- engage inquiry oriented critical reflection.