Gary Railsback is a distinguished expert in higher education assessment, accreditation, and organizational leadership, with a career spanning over four decades. As an Assessment & Accreditation Specialist based in Portland, Oregon, he has been a driving force in ensuring academic excellence, institutional integrity, and transformative educational practices across multiple universities and accreditation bodies. His expertise lies in accreditation compliance, program evaluation, faculty development, and fostering research at the intersections of ethics, integrity, and quality.
Railsback’s career reflects a deep commitment to higher education and a passion for continuous institutional improvement. His leadership roles have included serving as Director of Assessment and Institutional Research at Warner Pacific University, Professor of Doctoral Studies and Methodology Coordinator at Concordia University-Portland, and Vice President at the Council for the Accreditation of Educator Preparation (CAEP). He has also held esteemed positions at institutions such as Azusa Pacific University, Arkansas State University, and Point Loma Nazarene University, where he contributed significantly to accreditation processes, faculty training, and the advancement of educational leadership programs.
With a strong foundation in academic research, Railsback has participated in accreditation site visits across 17 states, working with organizations such as the Higher Learning Commission (HLC), the California Commission on Teacher Credentialing (CTC), and the Oregon Teacher Standards and Practices Commission (TSPC). His expertise in accreditation standards, including CAEP and NCATE, has made him a sought-after consultant for institutions seeking or renewing accreditation. As the founder of Railsback Consultants, LLC, he has continued to support higher education institutions in navigating complex accreditation landscapes.
Beyond accreditation, Railsback’s dedication to education is evident in his roles as a faculty member and mentor. He has taught and advised doctoral students, helping shape the next generation of educational leaders. His research on faculty perceptions of tenure, faith commitment among students, and the historical evolution of Christian liberal arts institutions highlights his scholarly contributions to the field.
Railsback holds a Ph.D. in Higher Education & Organizational Change from the University of California, Los Angeles, along with advanced degrees in psychology, theology, and business administration. His extensive academic background informs his holistic approach to institutional assessment, leadership, and faculty development.
Following his retirement from full-time work in 2019, Railsback has continued to impact the education sector through consulting while enjoying time with his family and traveling with his wife. His legacy as a transformational leader in higher education remains evident in the institutions he has influenced and the educators he has mentored.
Character
Gary Railsback is a principled and transformational leader who prioritizes integrity, ethics, and quality in higher education. His dedication to fostering an environment of empowerment and collaboration reflects his deep commitment to institutional excellence and professional development.
Knowledge
With a Ph.D. in Higher Education & Organizational Change and decades of experience in accreditation, assessment, and faculty development, Railsback possesses a comprehensive understanding of academic standards and institutional effectiveness. His expertise in accreditation processes and organizational leadership has made him a trusted authority in the field.
Strategic
Railsback has consistently demonstrated a strategic approach to institutional growth, accreditation compliance, and faculty development. His ability to align accreditation standards with organizational missions has strengthened the credibility and effectiveness of numerous higher education programs.
Communication
A skilled communicator and collaborator, Railsback excels in bridging the gap between institutional leadership, faculty, and accrediting bodies. His ability to articulate complex accreditation standards and foster productive dialogue has been instrumental in driving institutional success and academic excellence.
