Intersection: A Journal at the Intersection of Assessment and Learning

About Intersection: A Journal at the Intersection of Assessment and Learning:

Intersection: A Journal at the Intersection of Assessment and Learning is the official journal of the Association for the Assessment of Learning in Higher Education (AALHE).

The goal of Intersection is to provide scholarship and professional development in assessment for learning.  All articles are education-related and serve a broad higher-education community.  The peer-reviewed journal follows a double-anonymous review process. Approximately 80 percent of submissions are accepted for publication.  Intersection: A Journal at the Intersection of Assessment and Learning is listed in Google Scholar.

Open Call for Papers

We are interested in an open call for current topics and conversations in the assessment of student learning. We welcome submissions aimed at educating and supporting assessment practitioners, faculty development professionals, subject area faculty, administrators, and other stakeholders in higher education.

Submission Guidelines

Review the Intersection Submission Guidelines.

Submissions are accepted on an ongoing basis. All submissions should be sent to the Editor-in-Chief, Rebecca Gibbons, using the "Submit via Scholastica" button below:

Peer Review Process

AALHE Intersection follows a double-anonymous peer review, which means the reviewers and the author(s) are anonymous. For more information visit the Peer Review Process webpage.

Questions

Please address any questions to the Editor-in-Chief, Sarah Wu at [email protected].

Publications

Summer 2024

• Wu, Y-C. (2024). Editor’s note: Overcoming Challenges in Learning Assessment: Strategies for Equitable and Effective  Educational Outcomes
• Wu, Y-C., Peñaloza, F. (2024). In Memoriam: Jennifer M. Sweet
• Jaafar,R., Cuellar, M., Rogers-Cooper, J. (2024). Making Equity Count: An Initiative for Equitable General Education Assessment
• Austin, L-A., Hoare, A., Thomas-Francois, K., Pypker, T., Cao, L. A. N., (2024). The Intersection of Student Assessment and Faculty Learning
• Aga, F. (2024). Hurdles to Learning Assessment Quality: Their Detrimental Effects on Student Learning
• Riley, L. (2024). Praxis and True Dialogue: A Freirean Approach to Equity-Minded Data Work

Spring 2024

• Wu, Y-C. (2024). Editor’s note: Meaningful assessment approach and reporting.
• Stitt-Bergh, M., Hirata, D., von Doetinchem, S. (2024). Learning assessment in noncredit continuing education.
• Smith, J., Zeisner, C., & Turcott, R. (2024). Reflecting on the reflections: Using word clouds to assess a Catholic university core curriculum and community-engaged learning course.
• Singer-Freeman, K. E. & Verbeke, K. (2024). Reflective questions effectively measure impact, stimulate content integration, and support future planning.

Fall 2023

The 2022 and 2023 Conference Proceedings can be found in this special issue of Intersection: A Journal at the Intersection of Assessment and Learning:

• Welcome to the 2022-2023 AALHE Conference Proceedings Issue of Intersection by Rebecca E Gibbons
• Including authentic student voice in your assessment story by Kathy S. Kremer
• Assessment integrity; Foundations for high-quality credentials by Laura M. Williams, Lauren Serpati, Rachael Killian, and Tyson Heath
• Employing faith-based contextualized assessment to develop diverse stakeholder communities of assessment by Michelle Blohm
• Consequences of contemplating on a conference session: Assessment professional as mediator: Nixing the mystery and myth and supporting narration by Bobbijo Pinnelli and Fiona H. Chrystall
• Assessing Experiential Learning at an HBCU by Joseph Fees and Erin Perchiniak

Summer 2023

• Welcome to the Summer 2023 issue of Intersection by Rebecca E Gibbons
• Using assessment data to advance equity: Five things that get in the way by Mary B Ziskin and Pamela Cross Young
• The contributions of group work, utility value, and self-assessments of learning to student performance in a general education class by Z. Carter Berry and Karen Singer Freeman
• Student self-assessment data: An instrument for program assessment by Joel A Sloan and Timothy E Frank
• Student preferences for multiple attempts and feedback on online quantitative assessments by Vitaly Brazhkin and Joshua K. Strakos
• Faculty and assessment practitioner needs for student learning outcomes assessment in higher education by Lance K.L. Bennett, Kris Sloan, and Teri L. Varner

Winter 2023

• Note from the Editorial Board, by Yi-Chin (Sarah) Wu, Ph.D.
• Defining Co-Curricular Assessment and Charting a Path Forward, by Chadia Abras, Ph.D., Jennifer Nailos, Ed.D., Bri Lauka, M.A., Justin P. Hoshaw, Ph.D., and Jessica N. Taylor, Ph.D.
• Formative Assessment Helps Students Learn Over Time: Why Aren’t We Paying More Attention to It?, by Elizabeth A. Carney, Ph.D., Xue Zhang, Ph.D., Ashley Charsha, M.A., Jessica N. Taylor, Ph.D., Justin P. Hoshaw, Ph.D.
• Assessment Literacy in the Higher Education Context: A Critical Review, by Serafina Pastore, Ph.D.
• What Should Be in An Assessment Professionals’ Toolkit? Perceptions of Need from the Field, by Nikki Christen, Ph.D., Jennifer Ann Morrow, Ph.D., Gina B. Polychronopoulos, Ph.D., Emilie Clucas Leaderman, Ed.D.

Spring 2022

• Welcome to the Spring 2022 Special Issue of Intersection: A Journal at the Intersection of Assessment and Learning, by Special Call Grand Challenge Collaborators Jessica Taylor, Ph.D. and Justin Hoshaw
• Adjusting the Future of Adaptive Learning Technologies via a SWOT Analysis, by Kimberly Daugherty, Robert Morse, A. Rene’ Schmauder, Justin Hoshaw, and Jessica Taylor
• Understanding the Experiences of First-Generation College Students in CUREs through Written Reflections, by Sonja Hodgson, Laurie Buchanan, Kelly Hogan, Viji Sathy, and Bryant Hutson
• A Case Study Integrating Edutainment to Enhance Student Engagement and Satisfaction in an Online Graduate Psychology Course, by Nicholas Kelling and Angela Kelling
• Co-Regulated Online Learning: Formative Assessment-as-Learning, by Jerry V Nix, Lan M. Song, and Muzhen Zhang
• Empowering Metacognitive Learning in a Competency-Based Curriculum Through Comprehensive Learner Record, by Suzanne Carbonaro, Andrew Wolf, and Rebecca Wolf
• A Case Study in Meaningful Assessment of an Interdisciplinary Cultural Competency Graduation Requirement, by Karla Hardesty, Abigail Ruby Crew, and “Beez” Lea Ann Schell

Winter 2022

• Beyond the Numbers: Qualitative Analysis of Open-Ended Responses for Identifying Student Success Indicators, by Sriram Chintakrindi, Meggan Jordan, Erin Littlepage, Stuart Wooley, Christian Pinedo, Maribel Duran, and Katie Olivant
• Students as Researchers and Participants: A Model of Iterative Member-Checking for Inclusive, Equity-Centered Assessment Research, by Jennifer Burke Reifman, Mahalia White, and Leah Kalish

Summer 2021

• Welcome to the Summer 2021 Issue of Intersection: A Journal at the Intersection of Assessment and Learning, by Rebecca Gibbons, Ph.D.
• The Transition from Annual to Triennial Assessment and How Faculty Feel About It, by Jason C. Lyons, Ph.D.
• A Question of Support: Assessing a Composition Learning Community for Student Learning and Academic Success, by Nicole G. Varty, Ph.D.
• Supporting University Faculty With Online Assessments During the COVID-19 Pandemic: Challenges and Opportunities, by Heejung An, Ed.D., Sesime Adanu, Ph.D., Joelle Tutela, Ph.D., Cara Berg, MLIS, MBA, and Gamin Bartle, Ph.D.

Spring 2021

• Note from the Guest Editor, by Karen E. Singer-Freeman
• Grand Challenges Initiative: Producing Actionable and Visible Results that Drive Innovation and Improvement by Carley P. Dear, Melissa A. Williams, Angela M. Bowlus, Angela A. Bryan, Edward L. Collins, Gregory Lin, Kirstin Moreno, Teri Schnelle, Xiaomei Song, Claudia J. Stanny, and Constance R. Tucker
• Making Assessment Actionable through Assessor Training: A tool for building trust through moderation and calibration by Colleen Karnas-Haines
• Connecting Assessment with Teaching through Faculty Capacity Building: An Example of an Oral Communication Assessment Project by Monica Stitt-Bergh & Yao Hill
• Promising Failure: Driving Innovation by Exposing Imperfection by Constance Tucker and Claudia J. Stanny
• Integrated Planning: The "Difference that Makes a Difference" in Institutional Effectiveness Over Time by Justin P. Hoshaw, Michael Ben-Avie, Kimberly K. Daugherty, Nicholas R. Santilli, Megan Schramm-Possinger, Lina Di Genova, Robert Wilkinson, Ashli Grabau, and Erin M. Isaacson
• Equity in Assessment: The Grand Challenge and Exploration of the Current Landscape by Shannon Milligan, Terrel Rhodes, Renata Opoczynski, Jessica Nastal, Ciji Heiser and Moreen Carvan
• Intentional Stakeholder Engagement that Fosters Innovation and Equity by Kirstin Moreno & Xiaomei Song
• Ethical Reasoning and the Five Roles of the Assessment Practitioner by Christine Robinson, William J. Hawk, Jeanne S. Horst, and Caroline O. Prendergast

Winter 2021

• Note from the Editor-in-Chief by Kathleen Gorski
• Assessing for Student Success by David Eubanks
• Connecting High Impact Practices and Student Self-Efficacy: Social Cognitive Theory as a Window into Student Growth by Colin E. Suchland and Suzanne A. Carbonaro

Fall 2020

• Letter from AALHE President André Foisy & Editor-in-Chief Kathleen Gorski
• Issue Overview: Persevering During a Pandemic The Resilience of Assessment Professionals During Challenging Times by Giovanna Badia
• A Workshop on Online Exams as a Supportive Response to Faculty’s Needs During a Pandemic by Suzanne R. Horwitz and Mary English
• Anyone Else Tired of Pivoting? Unmasking Student Learning and Community Assessment Needs by Tara K. Ising and James D. Breslin
• Bettering Assessment Practices through Reflection and Collaboration by Carrie R. Allen
• Considerations for Meaningful Assessment During COVID-19 by Laura M. Harrison and Marc Scott
• Coping with COVID 19: Lewis University College of Business Experience by George Klemic
• Home Alone but Working as a Team: Virtual Collaboration for Student Learning by Kristina Ramirez Wilson, Lucy James, and Newman Chun Wai Wong
• Innovative Approaches to Programmatic Assessment in an Era of Flux by Jared Androzzi and Megan Schramm-Possinger
• Leading with Empathy and Learning to Flex by Eileen Soto and Jamie Smith
• Let's Connect: Maintaining and Strengthening Collaborative Relationships in a Remote Environment By Gina B. Polychronopoulos and Emilie Clucas Leaderman
• Non-Academic Assessment in the Era of COVID-19: Utilizing Bolman and Deal’s Four Frames by Kadie Hayward Mullins
• Nurturing Relationships Grounded in Assessment by María B. Serrano Abreau
• Perseverance in Teacher Preparation and Certification Assessments During the COVID-19 Pandemic (or Not) by Rebecca Z. Grunzke
• Quarantining High-Stakes Assessments in an Introductory Physics Class by Richard L Pearson III and Chad Rohrbacher
• Restructuring an Assessment Leadership Institute During the 2020 Pandemic by Yao Zhang Hill, Monica Stitt-Bergh, Adrian Alarilla
• Silver Linings from a Challenging Situation by Elise Demeter, Christine Robinson, Mitchel L. Cottenoir, Harriet Hobbs, and Karen E. Singer-Freeman
• The Value of a Curriculum Map to Minimize Harm from Emergency Remote Instruction by Karen Singer-Freeman and Mitchel Cottenoir
• University-wide Assessment During Covid-19: An Opportunity for Innovation by Dena Pastor and Paula Love

Summer 2020

• Letter from the Editor-in-Chief by Kathleen Gorski
• Assessing Global Awareness in Associate Level Microbiology: Adapting Case Studies and the AAC&U VALUE Rubrics to Examine the Global Challenges of Mosquito Borne Disease by Sheela Vemu, Jeanne Gillespie McDonald, and Nidia Vanessa León-Valderrama
• Creating a Faculty-Centric Approach as a Catalyst to Improve Teaching and Learning by Valerie Landau, and Christine Broz
• Culture of Assessment Matrix by Kimberly Walker
• Probing the Elaboration of Metacognition by Margaret Weck, Dayton Ford, and Kimberly Kilgore
• Transfer Student Success on Professional Licensure Assessments for Future Educators by Rebecca Z. Grunzke, Carlene S. Russell, and Caroline L. Young

Spring 2020

• President's letter by Jane Marie Souza
• Note from the Editor-in-Chief by Kathleen Gorski
• Addressing Equity through Assessment Practice by Brian Bourke
• Collective Strength: A Culturally Responsive Assessment Project on First-Generation Students by Amanda Kulp, Chadwick Lockely, and Matthew Grandstaff
• Enhancing Student Outcomes Measures through Culturally Relevant Assessment Practices by Audrey Rorrer and Bruce Richards
• Examining Conduct Data Using a Culturally Responsive Approach by Ciji Ann Heiser and Nicole Millar Allbee
• What’s Beneath the Demographics? Writing Center Usage and Inequality by Nicole Caswell

Winter 2020

• President's letter by Jane Marie Souza
• Note from the Editor-in-Chief by Kathleen Gorski
• Reliability and Validity 101: A Primer for Student Affairs Assessment by Madison Holzman, Andrea M. Pope and Jeanne Horst
• Sustain the Gain: Maintaining an Effective Learning Outcome and Assessment System by Kathy Telban
• Assessing Academic Support Centers: A Framework for Comprehensive Assessment by Paul Mabrey
• Predicting Success in a Licensure Program by Fiorella Peñaloza
• What does it Mean to Commit to Excellence? Reflections of an Assessment Professional Serving as a Baldrige Examiner by Jeremy Penn
• Implementing an Effective Meta-Assessment System by Jeffrey W. Freels and Ximena Canelo-Pino

Fall 2019

• President's letter by Jane Marie Souza
• Note from the Editor-in-Chief by Kathleen Gorski
• Numbers May Not Lie, But They Can Hide: Critically Examining Our “Numbers” Narratives by Ann M. Gansemer-Topf, Jodi Wilson and Mary Kirk
• An Argument for Employing an Equity Mindset in Higher Education Assessment by Jeff Roberts
• Equity in “Authentic” Assessments: A Closer Look at Defining and Assessing Learning Outcomes in Competency- Based Education by Mary Tkatchov
• Cultural Consciousness in Data-Driven Efforts: Why it Matters and How to Do It by David Scott Tharp
• Increasing Equity in General Education Using Self-Relevant Writing by Karen Singer-Freeman and Linda Bastone
• Feminist Evaluation: A Theoretical Framework for Culturally Responsive Higher Education Assessment by Jana M. Hanson
• Conversations with Accreditors with Jane Marie Souza, Steven Hawks, Barbara Gellman-Danley, Andrew Lootens-White, and Eric Martin

Spring 2019

• Note from the Editors-In-Chief by Shannon Milligan and Catherine Wehlburg
• Letter from the AALHE President by Jeremy Penn
• Student Ratings of Instruction as “Found Data” by Bruce Kelley
• Summary Circles: A Collective Auto-Ethnographic Approach to Assessing Learning Outcomes by Dannielle Joy Davis, Farah Habli, Jamie Dehan, James A. Barker, Maureen M. Bell-Werner, Deborah R. Bush-Munson, Tyler A. De Shon, Alex Fajardo, Christina Luebbert, and Jeremy W. Main
• Using NSSE for Student Learning Outcomes Assessment: Validation through Expert-Panel Judgment by Yao Zhang Hill
• Supplemental Instruction: A Closer Look at the Data by Regina Roof-Ray

Summer 2018

• Note from the Edition Editor by David Eubanks
• Using Longitudinal Cohort Datasets by Michael Ben-Avie and Brian Darrow, Jr.
• Patterns in Student Ratings of Instruction by Lisa K. Bonneau
• Qualitative Analysis in Biochemistry by Alexandra Greb and Mona Monfared
• Assessing Credit Momentum and Course Enrollment by Renata Opoczynski, Susan Richter, Bethan Cantwell, and Mark Largent
• Comparing Assessment Data to Course Grades by Lesley Page
• Teachers’ Dispositions in Action and edTPA by Holly Thornton and Paige Neroda

Winter/Spring 2018

• Message from the President by Monica Stitt-Bergh
• Note from The Editor-In-Chief by Jane Marie Souza
• Bridging University Institutional and Accreditation Standards: An Advanced Practice Registered Nurse (APRN) Program Exemplar by Robin Arends, Victoria Britson, and Mary Minton
• Assessing the Effectiveness of Instructional Technology Tools in Online Business Programs by Denise Bollenback and Wendi M. Kappers
• Occupational Therapy and ACOTE: A Case Study in Curriculum Framework Development by Erin Crisp
• Using Evidence to Inform Accreditation Decisions: Council on Social Work Education by Robert Lucio, Michael Campbell, Maridelys Detres, and Heather Johnson
• Assessment Strategies for Specialty Accredited Graduate Health Programs by Susan Moeder Stowe
• Ensuring Student Success: A Systematic Approach to Specialized Programmatic Accreditation by Henriette Pranger, Paula Dowd, and Kelli Goodkowsky
• Methods for Addressing the Improvement of Experiential Learning Outcomes in Programs Accredited by the Commission on Sport Management Accreditation (COSMA) by Megan Schramm-Possinger and Kristi Sweeney
• A Stakeholder-Involved Process for Reviewing Courses in a Medical School by Nancy Shane
• Unifying Assessment: Collaborative Opportunities within Specialized Accreditation of Educator Preparation Programs by Kipton D. Smilie and Yen M. To

Special Edition 2018: Conversations with Accreditors

• Note from the editor-in-chief by Jane Marie Souza
• Distance Education Accrediting Commission, by Leah Matthews and Margareta Smith Knopik
• Higher Learning Commission by Barbara Johnson and Josie Welsh
• Middle States Commission on Higher Education by Sean McKitrick and Jane Marie Souza
• New England Association of Schools and Colleges by Pat O’Brien and Debra Leahy
• Northwest Commission on Colleges and Universities by Mac Powell and Becky Dueben
• Southern Association of Colleges and Schools, Commission on Colleges by Mike Johnson and David Eubanks
• Western Association of Schools and Colleges, Accrediting Commission for Community and Junior Colleges by Stephanie Droker and Jane Marie Souza
• Western Association for Schools and Colleges, Senior College and University Commission by David Chase and Jonathan Keiser
• Western Association for Schools and Colleges, Senior College and University Commission by Mary Ellen Petrisko and Monica Stitt-Bergh

Fall 2017

• President’s Letter by Monica Stitt-Bergh
• Note from the Issue Editor by Gray Scott
• A Guide for the Perplexed by David Eubanks
• Beyond the Theatre of Compliance? by Madeline Murphy
• The Crucial Role of Faculty Development in Promoting Quality Assessment Practices by Glenn Waterbury, Madison Holzman, Beth Perkins, And Allison Ames
• The Journey of Improvement: How an Institution Enhanced the Quality of Their Assessment Process by Michelle Rogers
• Assessing in The Red: How to Keep Quality-Of-Assessment Prospering by Yen M. To & Kipton D. Smilie
• Using Factor Analysis to Test a Measure of Student Metacognitive Ability Related to Critical Thinking and Intellectual Humility by Jeff Roberts, David E. Wright, And Glenn M. Sanford
• How Do Pros At Large, Decentralized Institutions Manage Outcomes Data? by Josie Welsh, Interviewer     
• Interview with David Chase, Associate Vice President - Educational Programming, Accrediting Commission for Schools, Western Association for Schools and Colleges by Jonathan Keiser, Interviewer

Summer 2017

• President’s Letter by Monica Stitt-Bergh
• Note from The Editor-in-Chief by Jane Marie Souza
• Awareness and Strategy Necessary for Technology Success by Joseph D. Levy
• Using Dashboard Technology to Close the Assessment Loop by Sara Reinhardt, Catherine Sturm and Noelle Pease
• Creating an Assessment Tool: Starting with the Why by Gloria Shenoy
• Collecting Outcomes Data using Pre-existing In-class Assessments and Resources          
  by John F. Dawson
• Using Google Apps to Manage Assessment by Katherine Cermak and Shirley Lin
• Data Collection for Outcomes Assessment through the Learning Management System       
  by Karen DiGiacomo
• Technology and Assessment:  A Focused Comparison of Three University Business Schools and their use of Technology in the Assessment Process by Jennifer Flanagan, Mary Anne Doty, and Courtney Kernek
• Mapping the Curriculum: A Low-tech Model for Synthesizing Assessments and Improving Learning at Multiple Levels by Jennifer M. Harrison & Vickie William
• T Maximizing Existing Technologies for Cross-Disciplinary General Education Assessment by Lisa M. Snyder and Kelly McVeigh Stanley
• An interview with Dr. Leah Matthews, Executive Director, Distance Education Accrediting Commission (DEAC) by Interview by Margareta Smith Knopik

Spring 2017

• President’s Letter by Catherine Wehlburg
• Note from The Editor by Josie Welsh
  
• Using the Topic Model for a 30 Second Elevator Speech about AALHE by Christine Robinson and Mingwei Qiang
  
• Quantitative is Useful, but Qualitative is Meaningful: Meaningful Assessment Measures in an Art Program by Frank A. Pishkur and John D.Hogue
• Being a Guide on the Side: Program-level Assessments in Kinesiology by Sheri L. Beeler and John D. Hogue
• A Capstone Experience for Sustainable Assessment in Science: Biochemistry          
  by Walter A.  Patton and Megan F. Potteiger
• Interview Questions with Sean McKitrick, Vice President, Middle States Commission on Higher Education by Jane Marie Souza

Winter 2017

• President’s Letter by Catherine Wehlburg
• Note from The Editor by Jane Marie Souza
• Calibration: Are you seeing what I’m seeing? by Erin A. Crisp
• Using the Inquiry Process to Promote Faculty Engagement in Assessment by Elizabeth E. Smith
• Faculty Perspectives on Assessment by Lee Ann Smith
• Talking Ourselves into It: Faculty Perspectives of Student Learning Outcome (SLO) Assessment, Learning, and Equity by Lillian E. Marrujo-Duck
• How Faculty Experience with Assessment Relates to Views,
• Values, and Practice by Matthew Gulliford, Lauren O’Brien, Michelle Curtis, and Courtney
• Peagler
• Faculty Engagement in Accreditation by Andrew B. Wolf
• Interview Questions with Dr. Pat O'Brien by Debra Leahy

Fall 2016

• Assessment Measures by Catherine Wehlburg and David Eubanks
• Program-Level Assessment of the Physics Major by Peter P. Ohotnicky
• What Influences Faculty to Assign Writing? by Shelly Stovall, Lindsay M. Ruckel, David Trafimow, and Yogesh J. Raut
• Minimally Invasive Assessment by Jim Woehrle, David Kammler, and Hannah Spirrison
• Reflective Writing and the Research Process by Larissa Gordon
• Q&A with Mary Ellen Petrisko by Monica Stitt-Bergh

Summer 2016

• President’s Letter
• It Takes a Campus by Jodie B. Ullman and Andrew R. Bodman
• Utilizing Technology in Data Collection by Derek C. Sauder, Kelly J. Foelber, Jessica N. Jacovidis, Dena A. Pastor
• Transparency through Real-Time Data by Stacy L. Sculthorp, Laurie Hinze, and Karen M. Mattison
• Exit Surveys for Course Improvement by Benjamin M. Drury
• Assessment, a Mouse, and a Cookie by Nicole Lesher
• Negotiating Flexibility and Structure by Laura Ariovich, Zornitsa Georgieva, and Sadé A. Walker
• Q&A with Barbara Johnson by Josie Welsh

Spring 2016

• Practical Assessment
• Announcing AALHE/Taskstream Partnership
• Faculty Learning Communities by Jeanne Mullaney
• Reporting Realities by Gray Scott
• Not My Bunnies and Not My Hat by Hazard, Jacovidis, Clarke & Horst
• The Assessment Diaries by Lisa Wiehle
• Member Q&A

Winter 2016

• From the Editor
• Librarians and High-Impact Educational Practices by Rhonda Huisman and Merinda Kaye Hensley
• Shaping the Campus Conversation, Part Two, by Ephraim Schechter
• Assessing Rater Agreement by David Eubanks
• Q&A with Joseph Hoey

Fall 2015

•  From the Editor
•  Assessing Empathy through Historical Role-Playing Games by Tamara Venit Shelton, Jonathan Hanna, and Daniela Blei
• Shaping the Campus Conversation, Part One, by Ephraim Schechter
•  Teaching to the Test: Is it Really so Bad? by Catherine Wehlburg
•  Q&A with Norbert Elliot

Summer 2015

• News from AALHE by Catherine Wehlburg, AALHE President Elect
• Understanding the Impact of Undergraduate Summer Research by Laura Palucki Blake and Karl A. Haushalter
• Stay Connected with AALHE
• Co-Curricular Programs by Any Other Name Would Smell as Sweet by Jeremy Penn
• Q&A with Marilee Bresciani Ludvik

Winter 2015

• AALHE News
  • Update from the AALHE Board by Eric Riedel, AALHE President
  • AALHE 2015 Conference News by Tara Rose, President-Elect and Chair of the Conference & Events Committee
• Facilitation Skills: A Key to Successful Program Assessment by Monica Stitt-Bergh
• What the Degree Qualifications Profile IS – and What it ISN’T: Upcoming Webinar by Paul Gaston
• Assessing the Assessment of Assessment by David Onder
• Converting to Faculty-Driven Management of Assessment by Josie Welsh
• Q&A with Trudy Banta

Fall 2014

• AALHE News
  • Website Redesign by Tara Rose, AALHE President-Elect
  • Taking Action to Improve Student Learning: 2015 Conference
  • Twitter Conversations
• Assessment Drama by David Eubanks
• The Mobile Survey Lab by Marc E. Gillespie, Carla D. Hernandez, S. William Zito, Gina M. LaPan-Dennis, Anthony C. Marziliano. Photo: Laura Gianni-Augusto
• Student Involvement in Data Gathering by Mark Salisbury
• Q&A with Michael Johnson

Summer 2014

• Letter from the President
• New Board members
• Conference Feedback
• Membership Survey Results
• Making a Commitment to Quality by Donna L. Sundre
• Addressing Disruptions in the Assessment of Quality Learning by Pamela Tate
• Q&A with Linda Suskie

Spring 2014

• Letter from the President
• Building the Science of Learning Assessment: Strengthening Individuals, Programs, Institutions, and Communities: Upcoming Webinar by David Dirlam
• Summary vs. Abstraction by David Eubanks
• Student Focus Groups and General Education Assessment by Monica Stitt-Bergh
• Interview with Monica Stitt-Bergh
• AALHE 2014 Conference Schedule of Events
• Get Involved

Winter 2014

• Call for Proposals
• What’s the Problem? by David Dirlam
• Introduction: 2014 AALHE Leadership by Marsha Watson, AALHE Past-President
• The Three Effectiveness Questions by David Eubanks
• Get Involved

Fall 2013

• A Successful Conference by Shari L. Jorissen
• Get Involved
• Meet the Board

Spring 2013

• Why We Are Here . . . by Robert Munhenk, AALHE Past-President
• About our members . . . by Shari L. Jorissen
• AALHE Third Annual Assessment Conference