Halyna Kornuta, Ed.D.
Provost, Reiss-Davis Graduate School
Dr. Kornuta received a B.Ed. in Secondary Education, Mathematics and Chemistry, and M.Ed. in Educational Administration from the University of Saskatchewan. She received her Ed.D. in Leadership Studies from the University of San Diego.
Dr. Halyna Kornuta has served in higher education as a provost, associate vice president of academic affairs, director of educational effectiveness, and accreditation liaison officer. Her experiences include collaboration with faculty, staff, administrators, and students in the areas of continuously improving for the quality of education. She provides leadership in faculty professional development, curriculum development, aligning curriculum with assessment, accreditation, and program review. Dr. Kornuta has authored the book, A concise guide to writing a thesis or dissertation (2Nd ed.), which provides clear and intentional guidelines to organizing and writing a thesis or dissertation. Her interest in leadership development includes mission statement development and the identification of and ownership of values.
Dr. Kornuta has been a K-12 teacher and a K-8 school principal in Canada and Germany. She has provided global leadership and volunteer service nationally, in Belize, and South Korea at the YWCA World Council. She has traveled to over 40 countries and is continually energized by the global synergy that exists between cultures.
Current Research Interests
Dr. Kornuta has expertise in academic affairs, accreditation, learning outcomes assessment, graduate education, institutional effectiveness, faculty development, and strategic planning.
Private Practice Specialization
Kornuta, H. & Germaine, R. (2019). A concise guide to writing a thesis and dissertation: Educational research and beyond (2nd ed.). London: Routledge.
Peer Reviewed Articles
Germaine, R., & Kornuta, H. (2018). Perspectives of National University alumni county teachers of the year about experiences and supports that influenced their development. Issues in Teacher Education, 27(2).
Germaine, R., & Kornuta, H. (2009). Perceptions of graduate student learning via a program exit survey. AIR Professional File, 111.
Kornuta, H. (2001). Teacher portfolios in the supervision process: A journey of discovery. Dissertation Abstracts International, 62(03). (AAT 3007292).
Peer Reviewed Presentations
Guiding institutional purpose: Values in action at Western Association of Schools and Colleges (WASC) Annual Conference (2018)
The Assessment Flow: A Five-Step Success Model. Perspectives of Alumni Teachers of the Year about Experiences that Influenced their Development at International Conference on Learning, University of British Columbia (2016)
Democracy in Action: Empowering Faculty to Engage in Accountability at World University Forum, University of British Columbia
It Takes a Campus to Raise a Student: An Integrated Framework for Student Success at Western Association of Schools and Colleges (WASC) Annual Conference (2013)
Writing the Next Chapter: Sustaining Accreditation Momentum by Developing a Culture of Continuous Improvement at American Association Colleges for Teacher Education (AACTE). Analysis of Student Comments from Faculty Course Evaluations at Association of Institutional Research (AIR) (2011)
Integrating Program Reviews into Planning and Budgeting Processes at WASC Conference
Webfolio Assessment: Lessons Learned over Ten Years and Two Successful NCATE and State Accreditation Visits at AACTE (2010)
California Lutheran University Annual Assessment Symposium at WASC Annual Conference
Building a culture of evidence: A symposium of learning at AIR
Culture Shift via Online Course Evaluations at AIR (2009)
Collaborative use of text analysis in program reviews at AIR
Diversity improvement process model at American Association of Colleges and Universities (AAC&U). Going beyond the benchmarks: Aligning NSSE with accreditation themes and student learning outcomes at AIR. Learning from NSSE at WASC Annual Conference (2008)
Collaborative process between librarians and faculty through Program Reviews and
Creating connections between Understanding and Using Evidence at WASC Annual Conference. Displaying Evidence through and Electronic Curriculum Map at WASC Annual Conference Shaping the Future through Program Reviews at AIR.
Shifting faculty perspective from Teaching to Learning via Student Learning Outcomes at WASC Annual Conference. Three accrediting bodies: One assessment system at WASC Annual Conference (2007)
Lessons Learned: Collecting learning outcomes data from the student perspective at California Association of Institutional Research (CAIR). Data and Assessment Warehouse: A Treasure Chest of Assets at WASC Annual Conference. Defining Themes through Focus Groups at WASC. A Cultural Immersion Experience: Learning Outside the Classroom at AACTE. Perceptions of Student Learning via a Program Exit Survey at AIR (2006)
National University’s 8th Annual Assessment Summit: Nexus between Institutional Capacity and Educational Effectiveness at WASC. A Cultural Immersion Experience: Learning Outside the Classroom at World-wide Forum on Education and Culture, Rome, Italy (2005)
The Effects of Prioritizing Values at European Educational Research Association (EERA), University of Crete. Linking Assessment, Student Learning, and Faculty Development at WASC. Learning about Learning through Reflective Practice at WASC. A Model for Diverse Groups to Prioritize Values and Reach Consensus at AACTE. (2004)
2003 Guidelines for Designing PDA Assessment Tools for Adult Learners at Center for the Study of Accelerated Learning (CAEL)
Portfolio Projects: Individualized Professional Development at AACTE
Teacher Preparation Program: A Model at AACTE
2002 Individualized Professional Development at British Educational Research Association (BERA), University of Exeter
Kornuta, H. (2001). Teacher portfolios in the supervision process: A journey of discovery (Doctoral dissertation). University of San Diego, San Diego, CA.