student learning and meaning-making of educational experiences; faculty learning; influences on the post-secondary curriculum
Stephanie (Hazel) Foster is Associate Director for Assessment and Program Evaluation in the Office of Undergraduate Education at George Mason University. She supports assessment of undergraduate learning at Mason, including the Mason Core (general education), the campus-wide OSCAR undergraduate research initiative, and the Mason Impact. Her work in universities has included learning outcomes assessment, program development and evaluation, faculty development, service-learning, grant writing, professional education, and academic advising.
Foster, S. L., & Usher, B. M. (2018). Comparing two models of undergraduate research using the OSCAR student survey. SPUR: Scholarship and Practice of Undergraduate Research, 1(3), 30-39.
Foster, S. L., and Usher, B. M. (2017). Assessing program and student learning outcomes for a campus-wide undergraduate research program. Workshop presented at the Council on Undergraduate Research, Undergraduate Research Program Directors Undergraduate Research Collaborations 2017, Flagstaff, AZ.
Foster, S. L. (2016). Students as Scholars and institutional assessment: An award-winning partnership for teaching and learning for undergraduate research. Session presented at 2016 Virginia Assessment Group Annual Conference, Richmond, VA.
Hazel, S. L. (2016). Coordinated surveys for assessment of undergraduate research outcomes. Session presented at the Association for Institutional Research (AIR) Forum, New Orleans, LA.
Hazel, S. L., & Usher, B. M. (2015). Assessing student learning outcomes for undergraduate research across the curriculum. Session presented at the Southern Association of Colleges and Schools Commission on Colleges annual meeting, Houston, TX.
Usher, B. M., & Hazel, S. L. (2015, September 16). Longitudinal assessment of student learning outcomes. Invited talk presented to the National Academies of Sciences, Engineering, and Medicine study on Strengthening Research Experiences for Undergraduate STEM Students. Washington, DC.
Hazel, S. (2009). Review of A. Wagner, S. Acker, & K. Mayuzumi, Whose University is it, Anyway? Power and Privilege on Gendered Terrain. Canadian Journal of Higher Education, 39(2), 126-128.
With Jill K. Nelson, Jaime Lester, Robert L. Sachs, and Jessica Rosenberg: National Science Foundation IUSE grant, “Collaborative Research: Building a Culture of Active Learning through Course-Based Communities of Transformation,” 2018-2023
Co-author for the Council on Undergraduate Research Campus-wide Award for Undergraduate Research Accomplishments (AURA), awarded to George Mason University in January, 2016
2009-10 Zell and Shirley Miller Fellowship, Institute of Higher Education, University of Georgia, $1500
Doctor of Philosophy, Higher Education, May 2012
Institute of Higher Education, University of Georgia
Major Professor: Dr. Sheila Slaughter
Dissertation title: Mid-Level Administrative-Professional Staff in an American Research University: Expertise, Gender, and Changing Patterns of Professional Labor
Master of Arts, Higher Education, 2005
Center for the Study of Higher Education, University of Arizona
President, Virginia Assessment Group 2017-18
President-elect and conference chair, Virginia Assessment Group 2016-17
SACSCOC Institutional Effectiveness (IE) Peer Evaluator Training, Houston, TX, December 2015