Brian Bogert is an expert storyteller, though you won’t find him in the English or creative writing departments. The director of institutional research uses data to draft his narratives for departments across campus. These stories, built from surveys and numbers, help gauge the effectiveness of Wilkes programs so the University can continue to adapt for the benefit of students, faculty and staff. Bogert’s work also demonstrates to outside accrediting agencies, including the Middle States Commission on Higher Education (MSCHE), that Wilkes takes the assessment process seriously. So, what’s the story behind this driven datasmith?
Bogert is originally from Jeffersonville, New York, but he’s called Wilkes-Barre home since 2004. He earned his bachelor of arts degree in humanities with a concentration in philosophy and religion from York College of Pennsylvania and his master of science degree in general psychology from Indiana State University. Bogert is currently pursuing his doctoral degree in educational leadership at Wilkes University, with graduation expected in 2025.
Though he began his professional career as a research associate with the Association of Independent Colleges & Universities of Pennsylvania (AICUP) in Harrisburg, Bogert has made Wilkes University his work home for the past two decades. He started as the assistant director of institutional research, working his way up the ranks before earning the title of director of the Office of Information, Analysis & Planning, now the Office of Institutional Research — IR for short.
Wilkes has been a good fit for Bogert because it allows him to expand his skills past his own expectations. “I’ve been able to develop a lot here as a professional,” he says. “There have been many challenging projects over the years that have stretched me beyond what I previously thought I could achieve.” Plus, he gets to work with colleagues dedicated to a cause. “Along the way, I’ve met and worked closely with several individuals from various Wilkes constituencies who care about making a difference,” says Bogert. “Working with individuals who typically put ‘for the good of students’ or ‘for the good of the University’ above personal agendas is appreciated and fits squarely with my values.”
Bogert enjoys digging through data, but that doesn’t mean he’s always buried in spreadsheets. He enjoys the chance to connect with both coworkers and students on campus initiatives. In spring 2023, IR launched the Student Assessment Subcommittee, now known as the Student Assessment Advisory Board, to get feedback from the University’s target audience — our students. “With the help of colleagues in key areas, we have been able to recruit several truly remarkable Wilkes undergraduate students,” Bogert says. “I am excited for us to continue our conversations with them as it helps to shape our student surveys and interpretation of results.”
The IR team is also finalizing a strategic plan for the office that aligns with the University’s Innovate. Engage. Thrive. With the backing of these plans, Bogert aims to spark a data governance initiative to help improve data quality, promote shared understanding and facilitate informed data use for the campus community. And Bogert, the assessment committee, and his IR team support the University’s five-year academic program review process, with plans to bring all academic majors on board over the next few years. So far, nearly half of the University’s academic programs have developed a curriculum map and assessment plan to serve as a guide for assessment reporting.
Bogert’s role seems to be constantly expanding and evolving. “One of the biggest challenges in my role is that it is always changing,” he says. “However, this is also one of the things that keeps it interesting.” Some of these projects come from members of University leadership who are searching for new analyses or tracking methods. Others are government reporting mandates. Each time, the IR team steps up, not just to tackle the request, but to learn the why behind it. “We always need to make sure we are doing our best to understand the situation we’re asked to inform with data so we meet needs,” says Bogert. “I am lucky to get to work with Julia Panzitta and Carol Murray. The IR team is small, but mighty.”
The scope of Bogert’s oversight of the assessment committee has also expanded over the last 10+ years. MSCHE ensures accountability and quality of education for Wilkes and more than 500 other institutions. To meet MSCHE requirements, the University needs to demonstrate that assessment occurs campus-wide and that Wilkes has a sustained process that informs improvement efforts. With nearly 60 academic programs and 30 administrative units participating, the University showcases its assessment achievements.
Bogert has grown into the leadership role with support from his Wilkes colleagues. “It has been a humbling experience with bumps in the road that continuously remind me that there is always more to learn,” he says. “Nobody can do this alone, so it’s critical to engage others and learn from the expertise around you.”
“Brian is an incredible asset to Wilkes University, consistently striving to do his best and supporting others as they do the same,” says LaFleur Small, associate provost for academic and diversity affairs. “His leadership and depth of knowledge in the areas of assessment, research and data enrich the campus experience for our students, faculty and staff.”
Between work responsibilities and his EdD dissertation, Bogert doesn’t have much free time in his schedule. In those rare moments, he may be reading The Hunter by Tana French, watching Reacher or Will Trent on streaming, or listening to singer-songwriter Lissie. He also enjoys catching up with family and close friends or just laying low and relaxing with his husband and their cats.
Still, he can’t stop thinking about data even during downtime. Bogert is intrigued by personality theories and typing, uncovered by tests like the Myers-Briggs Type Indicator (MBTI). He feels that personality typing can provide insights into differences in motivations and communication styles of others, offering potential ways to bring people together. “Sure, it’s not hard science, but it can be helpful in day-to-day life, depending on how you choose to use it.”
Helpful is certainly a good word to use to describe Bogert. He jokes that he has a tough time saying, “No,” so instead of elaborating on, “At Wilkes, I will ____________,” he would probably add a period and end the sentence. All kidding aside, he’d say, “At Wilkes, I will do my best for you.” That’s solid data.
