Taking Stock of the Assessment Movement

This issue examines higher education’s response to calls for greater accountability for student learning. Also included are articles on justice and identity, curricular reform, co-teaching, equitable implementation of high-impact practices, and a new tool for administrators seeking to support high-impact practices.

Table of Contents

President's Message

The American Dream and Higher Education's Broader Purpose

By Lynn Pasquerella

1818 R Street

From the Editor

By David Tritelli

Charting the Future of US Higher Education: A Look at the Spellings Report Ten Years Later

By W. Russell Neuman

Toward an Improvement Paradigm for Academic Quality

By Douglas D. Roscoe

The VALUE of Learning: Meaningful Assessment on the Rise

By Terrel Rhodes

Perspectives

On Building a Diverse Democracy: Justice and Identity in the Twenty-First Century

By Eboo Patel

Support for High-Impact Practices: A New Tool for Administrators

By Adrianna Kezar and Elizabeth Holcombe

The Bryn Mawr College 360° Program: Implementing High-Impact Educational Practices

By Kimberly Cassidy and Sarah Theobald

Transforming a Core Curriculum—and Minimizing the Battle Scars

By Patricia M. Dwyer

Gaining Ground by "Thinking Little": Gardening as Curricular Reform in the Liberal Arts and Sciences

By Joe Wilferth

My View

Escaping Burnout through Collaboration: Co-Teaching in a Right-to-Work State

By Salena Rabidoux and Amy Rottmann

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