DEPARTMENT: Institutional Research
POSITION: VP, Instit. Effectiveness
LOCATION: Main Campus, Harrisonburg | CC 319
PHONE: (540) 432-4304
Originally from Hesston, Kansas, Scott Barge has more than 15 years of experience in a variety of higher education contexts. Since being introduced to the idea of institutional research as a student assistant to Goshen College Provost John D. Yordy, Scott has continued to cultivate a passion for using research to inform college and university decision-making and strategy. After earning a bachelor’s degree at Goshen College, he spent three years at LCC International University, in Klaipeda, where he now serves as vice chair of the board of directors. In 2011 he completed six years of graduate study at Harvard University, earning both master’s and doctoral degrees with an emphasis on quantitative methods for assessment and evaluation in higher education. During his graduate studies, he gained first-hand experience as a research analyst in the Institutional Research office at MIT and through various domestic and international consulting projects.
In 2011 Scott returned to his alma mater, Goshen College, to serve as the director of assessment and institutional research. Over his five years at GC, he provided leadership to various accreditation and strategic planning processes including the successful 2015 comprehensive evaluation for reaffirmation of accreditation by the Higher Learning Commission. During the 2015-16 academic year, Scott served as interim vice president for enrollment and marketing.
In 2016, Scott began at EMU. His work with institutional effectiveness and strategic initiatives focuses on expanding the ways the university makes use of data to inform decision-making and providing support for various initiatives growing out of the university strategic plan.
Gehlbach, H., & Barge, S. (2012). Anchoring and adjusting in questionnaire responses. Basic and Applied Social Psychology, 34(5).
Barge, S. & Gehlbach, H. (2012). Using the theory of satisficing to evaluate the quality of survey data. Research in Higher Education, 53(2).
Barge, S. (2010). Assessment at Bourn University. Teaching case published by Harvard Graduate School of Education, Cambridge, MA.
Lucas, W., & Barge, S. (2010). Effects of Project-based Practice on Self-efficacy and the Pursuit of Engineering Studies [online]. Proceedings of the 21st Annual Conference for the Australasian Association for Engineering Education. Sydney, N.S.W.: Engineers Australia, 2010: 504-510.
Barge, S. (2007). Renegotiating the Goshen College-Mennonite Church Relationship: Faculty development at Goshen College, 1931-1944. Mennonite Quarterly Review, 81(4).
Meyer Reimer, K. and Barge, S. (2000). Teaching and learning as faithful discipleship. In K. G. Miller (Ed.), Teaching to transform: Towards a Mennonite philosophy of higher education. Goshen, IN: Pinchpenny.
2014 – Using Student Work for Core Curriculum Assessment: An E‐Portfolio‐Based Approach. Presentation at Association of American Colleges & Universities General Education and Assessment: Disruptions, Innovations, and Opportunities, Portland, OR.
2013 – Studying Study Abroad: Using E-Portfolios to Gather Evidence of Student Learning on Goshen College’s Study Service Term. Presentation at Indiana Unviersity-Purdue University Indianapolis Assessment Institute, Indianapolis, IN.
2013 – ePortfolio Metadata: Using Tags to Increase Authenticity in Assessing Outcomes. Presentation at Association of American Colleges & Universities General Education and Assessment, Boston, MA.
2010 – Are they serious? Computing an index to evaluate survey respondents‘ effort and the quality of their responses. Presentation at Association for Institutional Research Annual Forum, Chicago, IL.
2010 – Developing standards for PBL. Keynote presentation at international conference: Visions, Challenges and Strategies for Problem Based Learning, Aalborg University, Aalborg, Denmark.
2010 – Developing a campus assessment system. Lahore University of Management Sciences, Lahore, Pakistan.
2009 – Public and private? Using students’ academic engagement to understand one dimension of quality in Lithuanian higher education institutions. Paper presented at the European Higher Education Society Forum, Vilnius, Lithuania.
2009 – Is LCC education more engaging? Preliminary findings from a multi-university study of students’ academic experiences at universities in Lithuania. LCC International University Lecture Series, Klaipeda, Lithuania.
2009 – Is non-state education more engaging? Preliminary findings from a multi-university study of students’ academic experiences at universities in Lithuania. ISM University of Management and Economics Faculty Research Forum,Vilnius, Lithuania.