Submissions from 2023
Can you institutionalize self-regulated learning as an equity practice?: One institution's experience with four programs, Shelly Gulati, Emily Brienza-Larsen, and Leslie Bayers
Confronting Academic Ableism to Affirm Autistic Learners, Shelly Gulati, Madhu Sundarrajan, and Leslie Bayers
Submissions from 2022
Methods and Mindsets to Affirm Autistic Learners, Leslie Bayers
Supporting Neurodiversity in College Classrooms: Professional and Parental Perspectives, Leslie Bayers
Mindful Assessment to Support Equitable Learning, Leslie Bayers and Eileen K. Camfield
Learning from Unexpected Core Competency Results: A Journey toward Equitable Assessment at the University of the Pacific, Jessica Grady and Leslie Bayers
Submissions from 2020
Beyond Course Evaluations: Assessing Teaching and Learning for Tenure and Promotion in the Humanities, Leslie Bayers
Sifting Through the Stereotypes: Connecting with Gen Z Students, Lott Hill and Leslie Bayers
Submissions from 2019
Faculty-Centered Development for Student-Centered Teaching, Leslie Bayers
Submissions from 2018
Fostering Community, Creativity, and Cognition with Contemplative Pedagogy, Leslie Bayers
Making Their Futures Meaningful through Contemplative Pedagogy and Mindful Assessment, Leslie Bayers and Eileen K. Camfield
Contemplative Pedagogy in Times of Change: Cultivating Relationships, Resilience and Reflection, Lott Hill and Leslie Bayers
Submissions from 2016
How to Migrate to a New LMS and Live to Tell About It, Leslie Bayers, Tara Bunag, and Brian Weston
Submissions from 2014
La autotraducción como expresión democratizadora en la poesía quechua contemporánea, Leslie Bayers
Submissions from 2013
Standing for the moral primacy of the individual in society, Glen Rogers
Tracking retention and graduation rates for transfer students, Glen Rogers and Kathleen Schwan Minik
Submissions from 2012
Questions of Patriotism in Recent Quechua Poetry, Leslie Bayers
Continuing the conversation: Learning from each other through data sharing, Glen Rogers
Overcoming disgust in moral development, Glen Rogers
Submissions from 2011
Using Wabash results: Innovative institutions Learn from Each Other, Glen Rogers
Submissions from 2010
Reeling from Shock: Crisis and Response in Postwar Peruvian Cinema, Leslie Bayers
Consortia for mission-based learning outcomes: Comparing data, sharing best practices, P. Burkhardt, J. Herring, Kathleen O'Brien, and Glen Rogers
Learning from a consortium: How to optimize curriculum-wide student learning outcomes in two-year institutions, S. Ivengar and Glen Rogers
Using Wabash results: Innovative institutions learning from each other, Glen Rogers
Moral schema, ethnicity, and need to disentangle cognition, Glen Rogers and Kathleen Schwan Minik
Submissions from 2009
Estamos con la raza’: The Poetics of Resistance in Bolivian Rap, Leslie Bayers
Picturing War: Textual Revisions of Peru’s Internal Conflict, Leslie Bayers
Visualizing War: The Graphic Novel Rupay, Leslie Bayers
Potential for progress in assessment for student learning at two-year colleges, Glen Rogers, William H. Rickards, Marcia Mentkowski, and Glen Rogers
Submissions from 2008
Spectral Revisions: Yuyachkani’s adaptations of Adiós, Ayacucho and Rosa Cuchillo, Leslie Bayers
Innovation and inquiry for student learning: Challenges and effective practices, Glen Rogers and E. Daugherty
Innovation and inquiry for student learning: Lessons learned from a consortium of two-year colleges, Glen Rogers, William H. Rickards, Marcia Mentkowski, Tim Riordan, Austin Doherty, D. Engelmann, and D. Saunders
Submissions from 2007
Examining student learning: Using curriculum-embedded assessment for program assessment, J. Abromeit, N. Lamers, and Glen Rogers
Words of the Dead': Ruins, Resistance, and Reconstruction in Ayacucho, Leslie Bayers
Measuring and understanding the sources of student gains in political engagement: The experience of Alverno College, R. Brooker and Glen Rogers
Learner-centered outcomes in student services areas, A. Mays, L. Qualia, Glen Rogers, and V. Wagner
Student learning portfolios and higher education curriculum evaluation, William H. Rickards and Glen Rogers
Learner-centered services for academic advising, Glen Rogers and C. Berry
Organizing assessment for learning, Glen Rogers and Stephen Sharkey
Using assessment to improve student learning, Glen Rogers and Stephen Sharkey
An unshakable focus on student learning: Integrating Co-curriculum learning outcomes, V. Wagner and Glen Rogers
Submissions from 2006
Questioning the Limits of Indigenismo: The Poetry of Lily Flores Palomino, Leslie Bayers
Next steps for community and technical colleges with identified student learning outcomes, Glen Rogers and William H. Rickards
Submissions from 2005
Close Listening’ and Contemporary Andean Poetry, Leslie Bayers
Transcending the Page to Perform ‘lo andino’ on Stage: The Poetry of José María Arguedas, Leslie Bayers
Learning-centered institutions at work: Case studies, Glen Rogers
Learning-Centered Institutions at Work: Case Studies, Glen Rogers
Submissions from 2004
Visual Performance in the Poetry of Manuel Pantigoso and Marcial Molina Richter, Leslie Bayers
Evaluating teacher preparation programs: Using historical perspectives on evaluation studies and curriculum development, William H. Rickards, Glen Rogers, and Kathy Lake
Get Reflective…LINKup Key Competencies, Glen Rogers
Validating curriculum-embedded assessments, Glen Rogers and J. Abromeit
Submissions from 2003
Learning from sustained evaluation inquiry: Approaches, reflections, and lessons from the evaluation of teacher education, William H. Rickards, Glen Rogers, and Kathy Lake
Collaborative inquiry in a community of practice: The Tao of assessment, Glen Rogers
Connecting Student, Program, and Institutional Assessment, Glen Rogers
Submissions from 2002
Re-committing to examined commitment, J. Reisetter Hart and Glen Rogers
Exploring connections among Perry-inspired theories of college student development, Glen Rogers
Faculty engagement in interpreting and using the NSSE, Glen Rogers
How are moral and ego development related?, Glen Rogers, J. Reisetter Hart, Kathleen Schwan Minik, and Marcia Mentkowski
Building a seamless learning institution to foster learning that lasts, Glen Rogers and V. Wagner
Submissions from 2001
Assessment of outcomes in the major: Majors through outcomes, B. Lambrecht, D. Leister, Georgine Loacker, T. Martin, and Glen Rogers
Ways of knowing about learning, Marcia Mentkowski, Glen Rogers, William H. Rickards, J. Reisetter Hart, and Kathleen Schwan Minik
Using Feedback to Improve Performance, Glen Rogers
Disentangling related domains of moral, cognitive, and ego development, Glen Rogers, Marcia Mentkowski, J. Reisetter Hart, and Kathleen Schwan Minik
Linking course, program, and institutional assessment: Building a community of inquiry, Glen Rogers and William H. Rickards
Submissions from 2000
Learning that lasts: Exploring the learning-to-teaching connection, Marcia Mentkowski and Glen Rogers
Feedback for Breakfast, Glen Rogers
Learning that lasts: An integrative and collaborative approach to fostering the development of character and leadership, Glen Rogers and V. Wagner
Submissions from 1999
Learning that lasts: Faculty and students integrating learning, development, and performance, Marcia Mentkowski and Glen Rogers
Learning that lasts: Faculty and students integrating learning, development, and performance, Marcia Mentkowski and Glen Rogers
Learning that lasts: Faculty and students integrating learning, development, and performance, Marcia Mentkowski and Glen Rogers
Learning that lasts: Faculty and students integrating learning, development, and performance, Marcia Mentkowski and Glen Rogers
Domains of growth and transformative cycles of learning, Glen Rogers
Learning through curriculum abilities: College learning at work, Glen Rogers
Submissions from 1998
From ability factors to developing professionals, Glen Rogers
Submissions from 1997
Integrating assessment and inquiry: Longitudinal studies of student perspectives on developing as learners, William H. Rickards, Glen Rogers, and Kathy Lake
Submissions from 1996
Connecting higher education to the new workplace: Curriculum abilities at work, Glen Rogers and Marcia Mentkowski
Establishing the validity of performance assessments that work: Frameworks for collaborative inquiry, J. Stanley, Glen Rogers, Z. Allen, and J. Schulte
Submissions from 1995
But you can't measure that: Setting collective standards for judging the quality of student work, T. Banta, P. Facione, Glen Rogers, and B. Walvoord
Integrating teaching, advising, and research tools: The Student as Learner Inventory as retention and learning intervention, B. Deutsch, Glen Rogers, C. Schall, T. Ben-Ur, D. Chomicka, and J. R. Frederick
Alverno alumnae abilities in the workplace, Glen Rogers
But you can't measure that: Setting Collective Standards for Judging the Quality of Student Work, Glen Rogers
Submissions from 1994
Envisioning alumnae abilities, Glen Rogers, L. Kleinman, K. Wagner, and Kathleen Schwan Minik
Collegiate abilities at work: Collaboratively envisioning alumna performance in the curriculum, Glen Rogers, Marcia Mentkowski, and K. Wagner
Submissions from 1993
Using workplace feedback to assess educational programs, Marcia Mentkowski and Glen Rogers
Curriculum, performance assessment, and measurement issues, Glen Rogers
Submissions from 1992
Alumnae abilities, learning, and development: What are we discovering from post-college outcomes studies?, Marcia Mentkowski, Glen Rogers, and D. Deemer
Relating effectiveness as alumnae to a college's curriculum, Glen Rogers
Submissions from 1991
Understanding abilities, learning and development through college outcome studies: What can we expect from higher education assessment?, Marcia Mentkowski, Glen Rogers, D. Deemer, T. Ben-Ur, Judith Reisetter Hart, William H. Rickards, and M. Talbott
Assessing college outcomes: Alumna and professional studies, Glen Rogers
Submissions from 1990
Faculty evaluating college curriculum outcomes, Glen Rogers
Student learning outcomes and critical thinking: A review of institutional assessment measures, Glen Rogers
Submissions from 1989
Can past student performance inform current practice? Issues of generalizability in a longitudinal study of college outcomes, T. Ben-Ur, Glen Rogers, D. Deemer, and Marcia Mentkowski
Are we asking institutional effectiveness questions that improve student learning: An Alverno College perspective, Glen Rogers and Kathleen O'Brien
Submissions from 1988
Validating college outcomes with self-developed instruments: Issues in maximizing contextual validity, Glen Rogers
Submissions from 1987
Changes in learning style preference across undergraduate education professional experience: A longitudinal study of nurse and business professionals, T. Ben-Ur, Glen Rogers, J. Reisetter, and Marcia Mentkowski
Evaluating college outcomes, Glen Rogers
Submissions from 1986
Issues in maintaining the design of longitudinal studies over time, S. Mertens and Glen Rogers
Submissions from 1985
Evaluating college outcomes through alumnae studies: Measuring post-college learning and abilities, L. Giencke-Holl, Marcia Mentkowski, N. Much, S. Mertens, and Glen Rogers
Longitudinal assessment of critical thinking in college: What measures assess curricular impact?, Marcia Mentkowski and Glen Rogers
