Shelley Johnson Carey

Shelley

Carey

Director of Publications and Editorial Services; Editor, Peer Review
AAC&U

Periodical Articles

Issue: 
Reforming General Education As If It Matters—Because It Does
Peer Review,
Summer 
2018

Shelley Johnson Carey

Issue: 
The LEAP Challenge: Engaging in Capstones and Signature Work
Spring 
2018

From the Editor

Issue: 
Global Learning: Crossing Majors, Borders, and Backyards
Peer Review,
Winter 
2018

Shelley Johnson Carey

Peer Review, Fall 2017
Issue: 
Civic Learning in the Major by Design
Peer Review,
Fall 
2017

Shelley Johnson Carey

Peer Review, Summer 2017
Issue: 
Faculty Collaboratives
Summer 
2017

Shelley Johnson Carey

Peer Review, Winter 2017 - New Frontiers in Writing
Issue: 
New Frontiers in Writing
Peer Review,
Winter 
2017

Shelley Johnson Carey

Issue: 
Integrating Evidence: The STIRS Approach
Fall 
2016

Shelley Johnson Carey

Issue: 
Advancing Equity and Student Success through Eportfolios
Peer Review,
Summer 
2016

Shelley Johnson Carey

Peer Review, Fall 2015
Issue: 
Advancing Collaborative Roadmaps for Student Success
Fall 
2015

Shelley Johnson Carey

Peer Review, Summer 2015
Issue: 
Rethinking Preparation for Work: A Civic-Enriched Liberal Education
Peer Review,
Summer 
2015

Shelley Johnson Carey

Peer Review, Spring 2015
Issue: 
Navigating Institutional Change for Student Success in STEM
Spring 
2015

By Shelley Johnson Carey

Issue: 
Faculty Leadership for Integrative Liberal Learning
Peer Review,
Fall/Winter 
2015

By Shelley Johnson Carey

Peer Review, Summer, 2014
Issue: 
Quantitative Reasoning
Peer Review,
Summer 
2014

By Shelley Johnson Carey

Peer Review, Spring 2014
Issue: 
Gender Equity in STEM
Peer Review,
Spring 
2014

By Shelley Johnson Carey

Issue: 
Capstones and Integrative Learning
Peer Review,
Fall 
2013

“Opportunities to integrate, synthesize, and apply knowledge are essential to ensuring deep, meaningful learning experiences,” writes the National Survey of Student Engagement’s Jillian Kinzie in her article appearing in this issue of Peer Review. “The senior culminating experience provides an opportunity to cap off the undergraduate years and prepare students to take ownership of the diverse strands of their educational journey and transition to the next phase in life.”

Peer Review, Spring 2009
Issue: 
Good Teaching: What Is It and How Do We Measure It?
Peer Review,
Spring 
2009

In its most recent Faculty Survey (2007–08), the Higher Education Research Institute (HERI) reports that 97.7 percent of faculty members rate their role as a teacher as personally very important or essential to them, and that faculty spend significantly more time teaching and preparing for their teaching responsibilities than they do on research or committee work. As many education leaders focus on broad goals for learning, students’ success in reaching these goals depends significantly on effective teaching. How do faculty members measure their effectiveness in the classroom?

Peer Review, Summer 2013
Issue: 
The Changing Nature of Faculty Roles
Peer Review,
Summer 
2013

By Shelley Johnson Carey

Peer Review, Winter, 2013
Issue: 
Collaborative Leadership for Liberal Education
Peer Review,
Winter 
2013

By Shelley Johnson Carey

Peer Review, Fall 2012
Issue: 
Essential Learning Outcomes, the New MCAT, and Curricular Change
Peer Review,
Fall 
2012

In this issue of Peer Review, produced with generous support from the Howard Hughes Medical Institute, we feature articles representing a range of experiences—medical educators, dental educators, health advisors, social scientists, and foundation professionals—and address the significance of the Medical College Admissions Test (MCAT) changes in the undergraduate curriculum for future physicians.

Peer Review, Summer 2012
Issue: 
Frontiers of Faculty Work: Embracing Innovation and High-Impact Practices
Peer Review,
Summer 
2012

Educators have long known how important deep student engagement is to academic success. At an AAC&U annual meeting a few years ago, Lee S. Shulman, then president of The Carnegie Foundation for the Advancement of Teaching, spoke about the need for student engagement in terms that I still remember clearly. He observed that, for students, a lack of engagement leads to invisibility. “Invisibility breeds disinterest,” he said, “[which] leads to zoning out.”

Peer Review, Spring 2012
Issue: 
The Liberally Educated Professional
Peer Review,
Spring 
2012

For many years, the Association of American Colleges and Universities (AAC&U) has advocated for all students to attain, what we have come to call, the Essential Learning Outcomes—a broad set of capabilities and perspectives needed to prepare them for the complexities of the twenty-first-century world. In College Learning for the New Global Century, AAC&U’s LEAP National Leadership Council contends that “the new economic reality is that narrow preparation in a single area…is exactly the opposite of what graduates need from college.

Peer Review, Fall 2011/Winter 2012
Issue: 
Assessing Liberal Education Outcomes Using VALUE Rubrics
Peer Review,
Fall/Winter 
2011

As institutions are asked to document the quality of student learning, the VALUE (Valid Assessment of Learning in Undergraduate Education) project is helping them define, document, assess, and strengthen student achievement of the essential learning outcomes that stand at the center of the Association of American Colleges and Universities’ Liberal Education and America’s Promise (LEAP) initiative.

Peer Review, Spring 2011
Issue: 
Lessons on Systemic Reform from the LEAP States Initiative
Peer Review,
Spring 
2011

By Shelley Johnson Carey

Peer Review, Winter 2011
Issue: 
Returning Adult Students
Peer Review,
Winter 
2011

In his 2011 State of the Union address, President Barack Obama restated his national goal to have America attain the highest proportion of college graduates in the world by the end of the decade. This challenge has inspired multiple efforts across the country to increase the number of Americans with college degrees. Many have noted that reaching these goals will require educating students from both traditional and nontraditional-aged groups.

Issue: 
Internships and Experiential Learning
Peer Review,
Fall 
2010

By Shelley Johnson Carey

Peer Review, Summer 2010
Issue: 
The Future of the Faculty: Collaborating to Cultivate Change
Peer Review,
Summer 
2010

By Shelley Johnson Carey

Peer Review, Spring 2010
Issue: 
Undergraduate Research
Peer Review,
Spring 
2010

By Shelley Johnson Carey

Peer Review, Winter 2010
Issue: 
Engaging Departments: Assessing Student Learning
Peer Review,
Winter 
2010

By Shelley Johnson Carey

Peer Review, Fall 2009
Issue: 
Study Abroad and Global Learning: Exploring Connections
Peer Review,
Fall 
2009

By Shelley Johnson Carey and Gillian M. Carey

Peer Review, Spring/Summer 2008
Issue: 
Student Political Engagement
Peer Review,
Spring/Summer 
2008

By Shelley Johnson Carey

Peer Review, Winter 2008
Issue: 
Academic Advising
Peer Review,
Winter 
2008

By Shelley Johnson Carey

Peer Review, Fall 2007
Issue: 
Faculty Development: Finding Balance in Changing Roles
Peer Review,
Fall 
2007

By Shelley Johnson Carey

Peer Review, Summer, 2007
Issue: 
Bringing Theory to Practice
Peer Review,
Summer 
2007

By Shelley Johnson Carey

Peer Review, Winter 2007
Issue: 
Student Preparation, Motivation, and Achievement
Peer Review,
Winter 
2007

By Shelley Johnson Carey

Peer Review, Fall 2006
Issue: 
Learning & Technology
Peer Review,
Fall 
2006

By Shelley Johnson Carey

Peer Review, Summer, 2006
Issue: 
Successful Transitions to College Through First- Year Programs
Peer Review,
Summer 
2006

By Shelley Johnson Carey

Peer Review, Spring, 2006
Issue: 
The Creativity Imperative
Peer Review,
Spring 
2006

By Shelley Johnson Carey

Peer Review, Winter 2006
Issue: 
Undergraduate Research
Peer Review,
Winter 
2006

By Shelley Johnson Carey

Issue: 
Integrative Learning
Peer Review,
Summer/Fall 
2005

By Shelley Johnson Carey

Peer Review, Spring, 2005
Issue: 
Liberal Education and the Entrepreneurial Spirit
Peer Review,
Spring 
2005

By Shelley Johnson Carey

Peer Review, Winter 2005
Issue: 
Science and Engaged Learning
Peer Review,
Winter 
2005

By Shelley Johnson Carey