Dr. Tyler Roeger has taught literature (including Antebellum Literature, Science Fiction, and other topics) and composition (including First-Year Writing, Developmental Writing, ESL Writing, Business and Professional Writing, Advanced Research Writing, and other topics) in a variety of college settings. Additionally, he has facilitated campus-wide assessment efforts and faculty development at varied institutions. He has published articles on topics such as gathering feedback from students, assessment in arts disciplines, Edgar Allan Poe, detective fiction, and contemporary haunted house movies.  His particular teaching interests include student reflection, experiential learning, and culturally sustaining pedagogies, among other topics.  

Dr. Heather Martin has been in education for over 15 years. She began her career in education as a middle school and high school music teacher. Since then, she has held instructional and administrative positions in adult education for the last 12 years. In addition to working in adult education programs, she has taught undergraduate education courses in assessment and learning theories. Heather has written and implemented adult education and faculty development curricula for various institutions and organizations across Illinois. She has presented at several state and national conferences including the Council for the Study of Community Colleges (CSCC), the American Association for Adult and Continuing Education (AAACE), and the Coalition on Adult Basic Education (COABE). She is particularly interested in assessment practices and the evolution of assessment and pedagogy as it relates to emerging technology. 

Lisa Wiehle began her career at ECC in 2004 as the Director of Institutional Research. Over time, assessment of student learning became a larger focus for the college, prompting a split into this separate role. She has a Master’s degree in Sociology and worked in patient satisfaction research and consulting prior to joining the college. She most enjoys her work assisting programs and faculty to clearly define what students are meant to learn and then devise means to measure and strengthen that learning. New areas of attention include assessment practices from an equity lens and expanding the study of student learning within co-curricular environments.