Generative AI (GenAI) Survey for Assessment Professionals
Periodic administrations of the Generative Artificial Intelligence (GenAI) Survey for Assessment Professionals will gather and share insights from assessment professionals on the adoption, application, and implications of GenAI in higher education assessment practices. Responses contribute to a deeper understanding of current and potential future trends, professional roles, and technological readiness across the field. This survey will be administered approximately every six months to capture the quickly changing landscape around the use of GenAI in higher education.
Several colleagues are providing thought leadership to the development, distribution, analysis, interpretation, and dissemination of findings associated with periodic administrations of the GenAI Survey for Assessment Professionals: Ruth Slotnick, Joanna Boeing, Bobbijo Grillo Pinnelli, John Hathcoat, Yu Bao, Will Miller, and Naima Wells.
Coming Soon: GenAI Survey Results
Watch this space for updates in which key findings and insights from periodic administrations of the GenAI Survey for Assessment Professionals are shared.
In advance of the 2025 Assessment Institute in Indianapolis, join us for a Bonus Virtual Preview Session where results of the various administrations of the GenAI Survey for Assessment Professionals will be shared. This Bonus Virtual Preview Session is open to all members of the higher education community as a complimentary offering. Save the Date: The Bonus Virtual Preview Session will be held via Zoom on Tuesday, October 21, 2025, from 3:00-4:00 p.m. (Eastern). Please save these Zoom connection details to your calendar: https://iu.zoom.us/j/86488481415.
Feedback About the GenAI Survey
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GenAI Community of Practice
The Assessment Institute in Indianapolis will launch a Community of Practice (CoP) related to Generative AI (GenAI) in Assessment beginning later this year. CoP members will build networks, pilot projects in their local contexts, and contribute to the development of resources to share with the broader higher education assessment community.
GenAI Survey Leadership Team
Ruth Slotnick
Dr. Ruth Slotnick has been the Director of Assessment at Bridgewater State University for over a decade, leading initiatives that enhance educational evaluation and accountability. She earned her Ph.D. in Higher Education Administration from the University of South Florida, specializing in Adult Education, and holds an M.Ed. in Art Education from Penn State—foundations that fuel her passion for integrating creativity and rigor in academia. With over 35 years of experience as a ceramicist, Dr. Slotnick brings an artist’s precision to her research, focusing on qualitative methods, reflective journaling, and transformative assessment frameworks such as the AAC&U LEAP VALUE rubrics and Lumina Foundation’s Degree Qualifications Profile. She co-led the national study "A Portrait of the Assessment Professional" with Mark Nicholas, reshaping how institutions understand assessment roles. A pioneer in the field, Dr. Slotnick co-authored the first known article on integrating qualitative research practices with generative AI in higher education assessment, positioning her as a thought leader at the intersection of technology and assessment. Her work continues to explore how AI can enhance equity, creativity, and institutional strategy in higher education.
Joanna Boeing
Joanna Boeing is an Assistant Director of Assessment at Bridgewater State University where she works on academic program assessment and core curriculum assessment. In addition, Joanna leads campus-wide training and consults on survey design, analysis, and reporting, and manages the institution's Qualtrics license. Her current research is centered around issues of diversity, equity, and inclusion in survey practices, and she has presented on equity in demographic data collection at regional and national conferences. Prior to her time at BSU, Joanna served as Interim Director of Admissions and Institutional Research and Academic Affairs Consultant for Gratz College, Reaccreditation Consultant and Assistant Transfer Advisor for Valley Forge Military College, Adjunct Math Instructor and Assistant Academic Advisor for the University of Baltimore, and Director of Placement, Math Instructor, and Admissions Assistant at Landmark College. Joanna is the author of several publications and reports related to assessment. She earned her EdM in Education with a concentration in Counseling and Consulting Psychology from the Harvard Graduate School of Education, and her BA in Psychology with a minor in Mathematics from Dartmouth College.
Bobbijo Grillo Pinnelli
Dr. Bobbijo Grillo Pinnelli is a trusted and well-respected leader with 20 years of experience spanning higher education and K–12 settings. Known for her energetic presence, caring nature, and engaging sense of humor, she brings innovative, evidence-based leadership focused on institutional impact and continuous improvement. Dr. Pinnelli currently serves as Associate Dean for Assessment at Walden University, where she leads assessment strategy and high-impact practices across three colleges. Her work reflects a strong commitment to cultivating a healthy assessment culture, advancing continuous improvement, fostering innovation, enriching the learner experience, and supporting faculty growth. Her broad expertise includes institutional effectiveness, general education, online learning, academic advising, faculty development, student retention, and both public and private K–12 education. In addition to her formal role, Dr. Pinnelli actively advances innovation in the field of assessment. She co-led Java Jams, a yearlong community of practice examining the impact of generative AI on higher education assessment and is currently collaborating on research exploring the evolving role of GenAI in assessment practices. She has served as a peer reviewer for Quality Matters, as a program evaluator for accrediting bodies, and as a higher education consultant, contributing her insights to national dialogues on educational quality and accountability. Dr. Pinnelli is also deeply engaged in service. She is an active member of the Association for the Assessment of Learning in Higher Education (AALHE), where she chaired the Professional Development Committee and led the design and delivery of impactful learning experiences for assessment professionals. Her community involvement includes service with The Saturday Club of Wayne and Great Valley Caring Hands, where she sits on the advisory board.
John Hathcoat
John D. Hathcoat, Ph.D. is an Associate Professor in Quantitative Psychology at James Madison University and an Associate Assessment Specialist in the Center for Assessment and Research Studies. His scholarship focuses on validity issues in educational assessment, measurement theory, and instrument development, employing quantitative, qualitative, and mixed methods research to advance assessment practices in higher education. Dr. Hathcoat has taught graduate-level courses in statistics, research methodology, performance assessment, philosophical foundations of social inquiry, instrument development, and measurement theory. In recent years, his work has expanded to exploring the role of artificial intelligence in assessment and research methodologies. He currently leads a research team investigating how large language models can enhance instrument and rubric development, as well as automate the rating of student performances, such as ethical reasoning essays. He is also exploring AI-driven efficiencies in university assessment systems by seeking to optimize and automate workflows.
Yu Bao
Yu Bao is an Associate Professor in the Assessment and Measurement Program in the Department of Graduate Psychology at James Madison University, where she also serves as an Associate Assessment Specialist at the Center for Assessment and Research Studies. Her work centers on psychometric modeling, especially using diagnostic approaches to better understand students’ strengths and weaknesses across complex learning areas. She’s also interested in how student motivation affects performance, particularly in low-stakes testing situations. In addition to her research, Yu is deeply involved in higher education assessment. She’s passionate about helping institutions use meaningful, evidence-based assessment practices to support student learning and improvement. Her recent work includes projects in academic program assessment, general education, and exploring how generative AI can be thoughtfully integrated into assessment and evaluation.
Will Miller
Dr. Will Miller holds a Ph.D. in Urban Studies and Public Affairs from The University of Akron and serves as Associate Vice President for Continuous Improvement and Institutional Performance at Embry-Riddle Aeronautical University. He oversees over 40 disciplinary accreditations across all campuses and manages authorizations for more than 100 sites globally. At Embry-Riddle, he has leveraged AI tools to consolidate the University’s catalogs and drive a curricular overhaul for greater cohesion. With a background in public opinion analysis, Miller brings expertise in accreditation, assessment, analytics, and strategic advising to higher education.
Naima Wells
Dr. Naima Wells is a scholar-practitioner committed to transforming higher education through her pragmatic philosophy: Empathetic & Intentional Design for Continuous Improvement. With over a decade of experience, she expertly blends systems thinking and user-centric design to reframe administrative processes, moving them from bureaucratic mandates to dynamic catalysts for institutional change and student success. In her current role as Executive Director of Operational Impact and Success at Embry-Riddle Aeronautical University, Dr. Wells leads a comprehensive assessment program for all administrative and student support units. She equips these units to move beyond compliance, guiding them to craft compelling "Impact Narratives" from raw data that demonstrate value and drive strategic goals. This work builds on her previous success at the University of South Alabama, where, as the Associate Director of Institutional Effectiveness and University Assessment, she directed outcomes assessment for over 130 academic programs and 58 administrative and student support units, fostering a university-wide culture of improvement that was vital to strategic planning and successful SACSCOC accreditation. Beyond her administrative leadership, Dr. Wells is an active researcher and thought leader. Her current research focuses on navigating the complexities of administrative and student affairs outcomes assessment. Her background also includes five years of managing community-focused research initiatives, where she designed a federally funded longitudinal study and developed a research apprenticeship program for adult community members. A published author and frequent presenter at national conferences on transformative assessment and student-centered design, Dr. Wells holds a Ph.D. in Instructional Design and Development from the University of South Alabama.