AHEE Board Member Bios

Photo of AHEE Board Members Jan Lyddon, President

Jan W. Lyddon (President) has directed institutional research and planning offices at public and private universities and community colleges in Michigan, Ohio, and Texas. She served as a researcher at the state level in higher education in two different states, and has led campus wide strategic planning efforts and been a team leader for institution-wide continuous quality improvement efforts. Jan frequently presents workshops and consults on the development and use of balanced scorecards and dashboards as tools for leadership to achieve effective strategy execution. She also serves as an independent evaluator on various projects.

Jan serves as a Data Coach for Achieving the Dream (ATD), a national initiative to improve student success in community colleges, a role she has held since ATD’s inception in 2004. She also is affiliated with the Collaborative Brain Trust and has worked with teams to identify and recommend improvements in community college operations. She has been a national IPEDS trainer, and remains active with the Association for Institutional Research (AIR).

Jan has taught undergraduate and graduate courses on organizational communication and analysis, nonprofit budget development, and public administration. She earned her B.S. from Iowa State University, M.A. from Michigan State University, M.P.A. from Western Michigan University, and Ph.D. from the University of Michigan.


David A. Blair (Vice President) is the Associate Vice President for Institutional Research and Assessment within the Division of Institutional Effectiveness and Planning at St. Edward’s University in Austin, TX. David is the Southern Association of Colleges and Schools (SACSCOC) accreditation liaison and institutional effectiveness evaluator, a former Teagle Assessment Scholar, a lead author of the AAC&U Global Learning VALUE Rubric, member of the AAC&U Global Learning Advisory Board, and a National Science Foundation (NSF) and U.S. Department of Education project evaluator. He has worked at both small private institutions as well as large public institutions, and has taught undergraduate research methods, data analysis and statistics courses as well as graduate level decision modeling and higher education student services courses.

He has published and presented nationally and internationally on the topics of data triangulation, global learning, assessment, and student success. David received his Ph.D. from the University of Kansas, an M.A. from the University of Northern Colorado, and a B.A. from Montana State University.


Sadya Khan (Secretary) has over a decade of experience in higher education working in the area of institutional research and planning. She currently serves as the Director of Institutional Research and Planning at Moraine Valley Community College. In addition to Institutional Research, she is closely involved in the institutional effectiveness, program review, annual planning, strategic planning, and assessment work at the institution. Most recently, Sadya led the college to develop its latest strategic plan and led the process to develop the first set of key performance indicators at the college. She serves as co-chair and is involved closely with numerous committees on campus, including ones focused on data usage, retention and completion, and equity. She won a $10,000 grant to establish the college’s first “Retention Academy” and was honored as the recipient of Moraine Valley’s “Innovation of the Year” in 2018 for a withdrawal pilot she instituted with colleagues on campus.

Sadya has presented at regional and national conferences regarding institutional research, effectiveness, and strategic planning. She was honored in 2019 as part of the American Association in Women in Community Colleges (AAWCC) “40 Under 40” class. She serves as a peer reviewer for the Higher Learning Commission. Her B.S. is from the University of Illinois, M.S.ED in in Higher Education Administration and Policy from Northwestern University, and her Ed.D. in Adult and Higher Education is from Northern Illinois University.


Robert “Joel” Farrell (Treasurer) is the chief of academic analytics for Air University based in Alabama. He directs analysis, research and planning activities to improve the quality of education across the United States Air Force. He collaborates with leaders across the department of defense on topics related to quality and accreditation. Previously, he served as associate provost for student support and academic services of National Defense University. Farrell earned his Ph.D. in counselor education and supervision with a specialization in educational psychology from Auburn University, a M.Ed. in counseling from Auburn, a M.S. in religion from Amridge University in Alabama, and completed postdoctoral studies in bioethics at Georgetown University.


Cynthia Tweedell is skilled in assessment and accreditation issues. Currently, she is the Assistant Vice President for Institutional Effectiveness at Ohio Christian University. She has held prior institutional effectiveness roles, including overseeing accreditation activities, at Mid-Continent University and Indiana Wesleyan University. She has served the Higher Learning Commission as a Peer Reviewer, Team Chair, and member of the Accreditation Review Council for many institutions.

Cynthia is a frequent presenter on issues of retention and innovative modes of delivery. She has co-authored two sociology textbooks, and Systems of Excellence in Adult Education (all with Triangle Publishing). She holds master’s degrees from University of North Carolina-Greensboro and University of Chicago, and the Ph.D. from Walden University.


Clevette M. Ridguard has over a decade of experience in higher education working in the area of institutional effectiveness and assessment. She manages the program review process at Montgomery College (MC), Maryland and was instrumental in designing the institution’s current program review and program viability process. She has been involved in student learning outcomes, program assessment, strategic planning, and serves as an officer of the Maryland Community College Learning Outcomes Affinity Group. She served on her institution’s steering committee for the Middle States Higher Education Commission Accreditation review visit and served on the College’s Achieve the Dream Core Team along many other institutional projects.

Clevette has presented at regional and national conferences regarding institutional effectiveness, program review, and assessment. She has lead numerous workshops and trainings related to these topics. Her B.S. is from the University of South Florida, M.S. in Education is from Johns Hopkins University, and her Ed.D. in Higher Education is from Morgan State University.


Jerald Henderson has worked in Higher Education for over 30 years. He has held faculty and staff positions in the Counseling Center as well as an administrative position in Academic Affairs at the university level. His expertise is in student persistence and completion, assessment, evaluation research, curriculum / program design, and counseling. He has worked on large-scale projects such as institutional self-studies for re-accreditation, institutional task forces to improve student retention at postsecondary institutions and communication task forces to improve campus climate. Dr. Henderson currently serves as a Peer Mentor for the Higher Learning Commission’s Persistence and Completion Academy and is a board member for the Association for Higher Education Effectiveness. He has recently published a book entitled: First Generation Students Can Succeed: A Guide to Choosing and Navigating College. His main focus is providing consultation to both secondary and postsecondary entities to bridge the access gaps and increase student persistence and completion rates for first generation and/or minority students who want to attend colleges and universities.

Dr. Henderson earned his Bachelor of Arts Degree in English from Roosevelt University; his Master’s Degree in Social Agency Counseling from Henderson State University; and his Doctor of Philosophy Degree (PhD) from the University of Illinois at Chicago in Curriculum, Instruction, and Evaluation.


Anne G. Wahl, Assistant Provost at Rochester Institute of Technology (RIT), has worked in the field of education for over 30 years. She joined RIT in 2009 as the Director of the Student Learning Outcomes Assessment Office. In April 2014, she was appointed Assistant Provost and in April 2016, she was appointed RIT’s Accreditation Liaison Officer (ALO) and RIT’s liaison with the State of New York Department of Education in 2019. Anne provides strategic and operational leadership for the university’s outcomes assessment practices, collaborating with faculty, staff, and administrators to enhance academic quality and institutional effectiveness. Dr. Wahl co-chairs the University Assessment Council and sits on the Student Success Steering Committee.

In addition to assisting with academic success and retention initiatives, Anne currently provides oversight for RIT’s Academic Program and Curriculum Management processes as well as academic support programs including: Careers Services and Cooperative Education, University Advising, K-12 University Center, and the Office of Educational Effectiveness Assessment.

Dr. Wahl’s areas of expertise include building assessment ecosystems, consulting related to accreditation reports and site visits, developing or reviewing strategic plans and assessment plans, and workshops on assessment, academic quality, and institutional effectiveness topics.

Dr. Wahl has a bachelor’s degree in English from Gannon University, an M.S. in Teaching and Curriculum from the University of Rochester, and an Ed.D. in Executive Leadership from St. John Fisher College. Her research area was focused on assessment in higher education.


Ben Moll is assistant vice president of university analytics, research and assessment and accreditation liaison officer at Concordia University Portland. His 15 years of research and work centers on leadership, change, organizational listening and alignment through data-informed decision-making.

Ben and Tara have been married 17 years this summer with three daughters and one golden retriever. He is passionate about being with family, biking, coffee, running, baseball and memoirs. He is humbled and honored to be a part of the 2019-20 LECNA Fellow Leadership Program. He likes the Red Sox, biking, running and coffee. He is always reading multiple memoirs and would most like to know: when will MLB come to Portland?


Tyra Wheeler-Zubia has 14 years of experience working in higher education. She has managed learning resources at Atlanta Metropolitan College and designed student enrichment programs at Georgia State University. She has also worked in the Office of Institutional Effectiveness at Southern California University of Health Sciences supporting accreditation and program review practices. In addition, she has worked for the National Aeronautics and Space Administration’s (NASA) Minority University Research and Education Project (MUREP) Institutional Research Opportunity (MIRO) through the AERO Institute. During this time, she served as a Project Associate for Evaluations and Communications and as a Senior Project Specialist providing technical assistance and performance tracking for 23 minority serving institutions across the country over three grantee cohorts. Currently, she serves as the Program Manager for the Microenterprise Collaborative of Inland Southern California working with partners to support community and small business development.

Tyra has continuously served in consultative roles as a reviewer for government agencies, foundations, and professional associations in support of grant programs and professional development. She received her M.S. in Educational Research from Georgia State University and her B.A. in Psychology from Clark Atlanta University. She is currently working on her Doctor of Education in Higher Education Leadership and Innovation from Wilmington University.