Rogers joined Alverno College's research and evaluation team in 1984 after
completing his doctorate in social psychology at the University
of Kentucky. Works alongside faculty in defining outcomes, validating
curriculum-embedded assessments, and assessing undergraduate program
outcomes in the liberal arts and the professions.
serves
on the College's Developing a Global Perspective Ability
Department, Research and Evaluation Council, and Retention
Committee. Parallel collaborative work on Alverno's Longitudinal
Research substantively links learning, development, and performance
theory to assessment
founded and leads ERE's Research Forum
Alverno Campus Coordinator for NSSE's
DEEP Project
served on a 2002 Middle States Commission on Higher Education reaccreditation team.
is the 2007 Chair elect for the Moral Development Education
SIG of AERA.
has made over 90 presentations to educators from other institutions,
including keynotes at several assessment conferences.
reviewer for Journal of Moral Education and Medical Education Online
Assessment at Alverno College: Student, program, institutional Loacker, G., & Rogers, G. (in press).
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. (in press).
[Review of the book Promotion of Social Awareness:
Powerful Lessons from the Partnership of Developmental Theory
and Classroom Practice]. Journal of Moral Education.
Adult holistic development and multidimensional performance. Rogers, G., Mentkowski, M., & Reisetter Hart,
J. (in press). Adult holistic development and multidimensional
performance. In C. H. Hoare (Ed.), Handbook of adult development
and learning. New York: Oxford University Press.
A current assessment interest
is on the secondary use of student portfolios to qualitatively
assess program outcomes for both accountability and improvement.
Related interests include the development of professional
identity, productive reflection, and coordination of perspectives in action.
