Laurie Dodge

Dr. Laurie Dodge is the vice chancellor of institutional assessment and planning and vice provost at Brandman University. She oversees program outcomes assessment, program review, curriculum processes, and academic catalog.

Dr. Dodge serves as Brandman University’s WSCUC Accreditation liaison officer and is a member of the WSCUC Substantive Change Committee. She was appointed for a 3-year term to the WSCUC Interim Review Committee from 2010-2013 and was a member of the WSCUC Changing Ecology of Higher Education Task Force 2011-2013. Laurie is a graduate of the inaugural WSCUC Assessment Leadership Academy and is a key presenter for the Academy and for WSCUC Workshops on Assessment, Lumina Degree Qualifications Profile, and Competency-Based Education.

At Brandman University, Dr. Dodge was a professor in psychology teaching research, statistics, senior capstone, and pediatric neuropsychology. Over the last twenty years at the university, she has also served as interim co-vice chancellor of academic affairs, interim dean of arts and science, and department chair of psychology.

Dr. Dodge holds a Ph.D. in School Psychology with cognates in Research and Human Development from Ball State University. Prior to her position in higher education, Laurie was a school psychologist in Indiana, West Virginia, and Indiana specializing in the areas of traumatic brain injury and autism. She was a nationally certified school psychologist, licensed educational psychologist, and led the Santa Barbara Head Trauma Team for K-12 schools.

At a national level, Dr. Dodge has been a leader in competency-based education in higher education and has been invited to Washington DC convenings and presented at national conferences. She serves on the Board of Directors for University Professional and Continuing Education Association (UPCEA) and is co-chair of C-BEN (Competency-Based Education Network). Funded by the Lumina Foundation, C-BEN is an invited collaborative group of institutions across the nation committed to solving common challenges around developing quality competency-based models capable of scaling to affordably serve more students.