Glen Rogers, PhD Director Educational Research and Evaluation Alverno College Educational Research and Evaluation 3400 South 43rd Street PO Box 343922 Milwaukee, Wisconsin 53234-3922

Send E-Mail Contact Glen at: 414-382-6269 Vita (Pdf)

Rogers joined Alverno College's research and evaluation team in 1984 after completing his doctorate in social psychology at the University of Kentucky. He works alongside faculty and staff in studying student learning outcomes, validating curriculum-embedded assessments, and evaluating program and institutional outcomes.

• serves on the College's Social Interaction Ability Department, Research and Evaluation Council, Educational Policy Committee, Student Affairs Advisory Committee, and Retention Committee. Parallel collaborative work on Alverno's Longitudinal Research substantively links learning, development, and performance theory to assessment

• serves as Alverno College Institutional Review Board Administrator and Human Protections Coordinator.

• external program reviewer (2005) for Assessment and Measurement Doctoral Program at James Madison University.

• served on a 2002 Middle States Commission on Higher Education reaccreditation team.

• has made over 90 presentations to educators from other institutions, including keynotes at several assessment conferences.

• Awards Committee Chair for the Moral Development Education SIG of AERA.

• member of the editorial board for the Journal of Moral Education

Affiliations

• American Educational Research Association (AERA)

• Association for Moral Education (AME)

Recent publications include

• Review of the book The postconventional personality: Assessing, researching, and theorizing higher development
  Rogers, G. (2011, August). [Review of the book The postconventional personality: Assessing, researching, and theorizing higher development, by A. Pfaffenberger, P. Marko, & A. Combs, (Eds.)]. Integral Leadership Review. Retrieved from http://integralleadershipreview.com/2011/08/book-review-8/
  

• Holistic development, learning, and performance in college and beyond
  Rogers, G., Reisetter Hart, J., & Mentkowski, M. (2011). Holistic development, learning, and performance in college and beyond. In C. H. Hoare (Ed.), The Oxford handbook of reciprocal adult development and learning. New York: Oxford University Press.
  

• Advancing Student Learning Outcomes in Community and Technical
  Crain, C., & Rogers, G. (2010).  Advancing Student Learning Outcomes in Community and Technical Colleges. Milwaukee, WI: Alverno College Institute.
  

• Educating women students in the academy to confront gender discrimination and contribute to equity afterward
  Mentkowski, M., & Rogers, G. (2010, September). Educating women students in the academy to confront gender discrimination and contribute to equity afterward. Forum on Public Policy. http://forumonpublicpolicy.com/spring2010.vol2010/spring2010archive/ mentkowski.pdf
  

• Learning from a consortium: How to optimize curriculum-wide outcomes in two-year institutions
  Rogers, G., & Rickards, W. (2009). Learning from a consortium: How to optimize curriculum-wide outcomes in two-year institutions. In A collection of papers on self-study and institutional improvement, 2009: Vol.2. Assessing and improving student learning (pp. 11–15). Chicago: The Higher Learning Commission.
  

• Integrating Student and Program Assessment with a Teacher Candidate Portfolio
  Lake, K., Reisetter Hart, J., Rickards, W., Rogers, G. (2009). Integrating Student and Program Assessment with a Teacher Candidate Portfolio. In Trudy Banta, Karen Black, and Beth Jones (Eds.) Designing Effective Assessment: Principles and Profiles of Good Practice. San Francisco: Jossey Bass.
  

• Examining student learning: Using curriculum-embedded assessment for program assessment
  Rogers, G., Abromeit, J., & Lamers, N. (2007). Examining student learning: Using curriculum-embedded assessment for program assessment. In A collection of papers on self-study and institutional improvement, 2007: Vol. 3. Leading for the common good: Assessing and improving student learning (pp. 67–74). Chicago: The Higher Learning Commission.
  

• Adult holistic development and multidimensional performance.
  Rogers, G., Mentkowski, M., & Reisetter Hart, J. (2006). Adult holistic development and multidimensional performance. In C. H. Hoare (Ed.), Handbook of adult development and learning. New York: Oxford University Press.
  

• Assessment at Alverno College: Student, program, institutional.
  Loacker, G., & Rogers, G. (2005). Assessment at Alverno College: Student, program, institutional. Milwaukee, WI: Alverno College Institute.
  

• Review of the book Promotion of Social Awareness: Powerful Lessons from the Partnership of Developmental Theory and Classroom Practice.
  Oja, S. N., & Rogers, G. (2005). [Review of the book Promotion of Social Awareness: Powerful Lessons from the Partnership of Developmental Theory and Classroom Practice]. Journal of Moral Education.
  

• Abilities that Distinguish the Effectiveness of Five-Year Alumna Performance across Work, Family, and Civic Roles: A Higher Education Validation.
  Rogers, G., & Mentkowski, M. (2004). Abilities that distinguish the effectiveness of five-year alumna performance across work, family, and civic roles: A higher education validation. Higher Education Research & Development, 23(3), 347–374.
  

• Rethinking Moral Growth in College and Beyond
  Rogers, G. (2002). Rethinking moral growth in college and beyond. Journal of Moral Education, 31(3), 325–338.6.

Scholarly interests

• Present focuses include curriculum embedded assessment across higher education and longitudinal study of liberal arts outcomes. Related interests include the development of professional identity, productive reflection, and coordination of perspectives in action.
  

Links of Interest

• Assessment, Teaching & Learning

• Wabash National Study of Liberal Arts Education

• WolcottLynch Associates

• Moral Development and Education SIG of the American Educational Research Association

• Association for Moral Education
  
  
• Center for Excellence in Teaching and Learning
  
  
• Competency Model Clearinghouse
  

Glen's Other Interests

• Andy's Northern Ontario Wildflowers: Flowering Plants in the Northern Deciduous Forest

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