Director of Educational Effectiveness
Eileen Soto is the Director of Educational Effectiveness and an adjunct faculty in the online B.S. Applied Psychology program at Biola University. Eileen has served at Biola since 2006 in roles as an academic advisor, program administrator, and adjunct faculty member. She partners with and supports Biola’s curricular and co-curricular programs by guiding assessment culture and practice across the University. Eileen’s work focuses on the assessment of student learning and using those results to enhance student learning. She is passionate about creating equitable and meaningful learning experiences for student success and thriving, particularly among adult learners, first-gen and transfer students. Eileen is currently working on expanding credit for prior learning options for post-traditional undergraduate students, growing the use of ePortfolios in traditional undergraduate programs, and using Canvas for program learning outcomes assessment. She earned an MA in Education from Biola University and a BA in Psychology from California State University, Fullerton. Eileen enjoys spending time with her husband and three sons, studying the Bible, homeschooling, supporting and encouraging other moms, and serving in women’s and worship ministries at her church.
Association for the Assessment of Learning in Higher Education
Council for Adult and Experiential Learning
Soto, E. & Smith, J. (2020). Leading with empathy and learning to flex. Intersection: A Journal at the Intersection of Assessment and Learning, 2(1). https://aalhe.scholasticahq.com/article/17613-leading-with-empathy-and-learning-to-flex
Biola University Faculty Conference August 2019 HIP, HIP, Hooray! Designing Data-informed Practices that Engage Students
Council for Adult and Experiential Learning Conference November 2019 Moving a Traditional Institution toward Adult Learners through PLA Portfolio and Stacked Credentials
Higher Education Assessment Conference 2021 Leading by Listening: How Servant Leadership Can Shape Your Assessment Culture