Educational Research and Evaluation Authored Publications
Articles Published in Journals, Books
Other chapters and articles based on educational research and evaluation outcomes, as well as institutional and program assessment, authored by members of the Research and Evaluation Committee and/or ERE, are available from outside publishers, and are listed below.
Mentkowski, M. and Sharkey, S. (Spring, 2011), How We know it when we see it: Conceptualizing and assessing integrative and applied learning-in-use. In Jeremy D. Penn (Ed.), Assessing complex general education student learning outcomes (pp. 109–107. New Directions for Institutional Research, no 149, San Francisco: Josey-Bass. Also published online in Wiley Online Library (wileyonlinelibrary.com) DOI: 10.1002/ir.383
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.
Chickering, A. W. (with Mentkowski, M.). (2006). Assessing ineffable outcomes. In A. W. Chickering, J. C. Dalton, & L. Stamm, Encouraging authenticity and spirituality in higher education (pp. 220–242). San Francisco: Jossey-Bass.
Diez, M. E., O’Brien Hokanson, R., & Mentkowski, M. (2007). Alverno College: General education case study. In M. J. Bresciani, Assessing student learning in general education (pp. 16–27). Bolton, MA: Anker.
Emami, Z., Rickards, W. H., & Riordan, T. (2005). Integrated and systemic assessment as learning: The Alverno College approach to productivity. In J. E. Groccia & J. E. Miller (Eds.), On becoming a productive university: Strategies for reducing costs and increasing quality in higher education (pp. 104–117). Bolton, MA: Anker.
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.
Lee, V. S., Mentkowski, M., Drout, C. E., McGury, S., Hamilton, S. J., & Shapiro, D. (2003). The evolution and uses of a framework for placing student learning at the center of institutions of higher education. Assessment Update, 15(3), 1–2, 14.
Mentkowski, M. (2006). Accessible and adaptable elements of Alverno student assessment-as-learning: Strategies and challenges for peer review. In C. Bryan & K. Clegg (Eds.), Innovative assessment in higher education (pp. 48–63). London, UK: Taylor and Francis.
Mentkowski, M., & Loacker, G. (2002). Enacting a collaborative scholarship of assessment. In T. W. Banta & Associates, Building a scholarship of assessment (pp. 8299). San Francisco: Jossey-Bass.
Moore, B. (2002, February). Interview with Glen Rogers and William Rickards, Alverno College, on Program Assessment. eWAG: Washington Assessment Group Newsletter. Retrieved from http://www.sbctc.ctc.edu/ewag/ewag0202/index.htm
Rickards, W. H., Diez, M. E., Ehley, L., Guilbault, L. F., Loacker, G., Reisetter Hart, J., & Smith, P. C. (2008). Learning, reflection, and electronic portfolios: Stepping toward an assessment practice. Journal of General Education, 57(1), 31–50.
Rickards, W. H., & Guilbault, L. (2009). Studying student reflection in an electronic portfolio environment. In D. Cambridge, B. Cambridge, & K. B. Yancey (Eds.), Electronic portfolios 2.0: Emergent research on implementation and impact (pp. 17–28). Sterling, VA: Stylus.
Rickards, W. H., Rogers, G., & Mentkowski, M. (2006). Learning-centered assessment at the program level: Exploring principles, guidelines, and criteria through the study of practice at Alverno College. In M. J. Bresciani, J. A. Anderson, & J. Allen, Outcomes-based undergraduate academic and co-curricular program review: A compilation of institutional good practices. Sterling, VA: Stylus.
Rogers, G. (2002). Rethinking moral growth in college and beyond. Journal of Moral Education, 31(3), 325-338.
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.
Rogers, G., & Lake, K. (2004). Institutional example: Alverno College. In P. L. Maki, Assessing for learning: Building a sustainable commitment across the institution (pp. 95-96). Sterling, VA: Stylus.
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 and Development, 23(3), 347-374.
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 (pp. 497-535). New York: Oxford University Press.
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.
Diez, M. E. (1990). A thrust from within: Reconceptualizing teacher education at Alverno College. Peabody Journal of Education, 65(2), 418.
Diez, M. E., Rickards, W. H., & Lake, K. (1994). Performance assessment in teacher education at Alverno College. In T. Warren (Ed.), Promising practices: Teacher education in liberal arts colleges (pp. 918). Lanham, MD: University Press of America, Inc., and Association of Independent Liberal Arts Colleges for Teacher Education.
Loacker, G. (1991). Designing a national assessment system: Alverno's institutional perspective. Paper commissioned by the U.S. Department of Education, National Center for Education Statistics, in response to the National Education Goals Panel: America 2000: An Education Strategy. Milwaukee, WI: Alverno College Institute. (ERIC Reproduction Service No. 340 758)
Loacker, G., & Mentkowski, M. (1993). Creating a culture where assessment improves learning. In T. W. Banta & Associates, Making a difference: Outcomes of a decade of assessment in higher education (pp. 524). San Francisco: Jossey Bass.
Mentkowski, M. (1991). Creating a context where institutional assessment yields educational improvement. Journal of General Education. 40, 255283.
Mentkowski, M. (1991). Designing a national assessment system: Assessing abilities that connect education and work. Paper commissioned by the U.S. Department of Education, National Center for Education Statistics, in response to the National Education Goals Panel: America 2000: An Education Strategy. Milwaukee, WI: Alverno College Institute. (ERIC Reproduction Service No. 340 759)
Mentkowski, M. (1994, JanuaryFebruary). How assessment practitioners who are educational researchers can contribute to assessment in higher education. Assessment Update, 6(1), 12, 1011.
Mentkowski, M. (1998). Higher education assessment and national goals for education: Issues, assumptions, and principles. In N. M. Lambert & B. L. McCombs (Eds.), How students learn: Reforming schools through learner-centered education (pp. 269310). Washington, DC: American Psychological Association.
Mentkowski, M., Loacker, G., & O'Brien, K. (1998). Ability-based learning and judicial education: An approach to ongoing professional development (JERITT Monograph No. 8). East Lansing, MI: Judicial Education Reference, Information and Technical Transfer Project [sponsored by the State Justice Institute]. Available from: Michigan Judicial Institute, PO Box 30205, Lansing MI 48909.
Mentkowski, M., & Rogers, G. (1993, Summer). Connecting education, work, and citizenship: How assessment can help. Metropolitan Universities: An International Forum, 4(1), 3446.
Rogers, G. (1994, JanuaryFebruary). Measurement and judgment in curriculum assessment systems.Assessment Update, 6(1), 67.
DeBack, V., & Mentkowski, M. (1986). Does the baccalaureate make a difference? Differentiating nurse performance by education and experience. Journal of Nursing Education, 25(7), 275285.
Loacker, G., Cromwell, L., & O'Brien, K. (1986). Assessment in higher education: To serve the learner. In C. Adelman (Ed.), Assessment in American higher education: Issues and contexts (Report No. OR 86-301, pp. 4762). Washington, DC: U.S. Department of Education.
Mentkowski, M. (1980). Creating a "mindset" for evaluating a liberal arts curriculum where "valuing" is a major outcome. In L. Kuhmerker, M. Mentkowski, & V. L. Erickson (Eds.), Evaluating moral development and evaluating educational programs that have a value dimension (pp. 2761). Schenectady, NY: Character Research Press.
Mentkowski, M. (1988). Paths to integrity: Educating for personal growth and professional performance. In S. Srivastva & Associates, Executive integrity: The search for high human values in organizational life (pp. 89121). San Francisco: Jossey-Bass.
Mentkowski, M., & Doherty, A. (1984). Abilities that last a lifetime: Outcomes of the Alverno experience. AAHE Bulletin, 36(6), 56, 1114.
Mentkowski, M., & Loacker, G. (1985). Assessing and validating the outcomes of college. In P. T. Ewell (Ed.), Assessing educational outcomes. New Directions for Institutional Research, no. 47, 4764. San Francisco: Jossey-Bass.
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