Print Page | Report Abuse | Sign In | Become a Member of AALHE
Intersection - a Journal at the Intersection of Assessment and Learning
Share |

Intersection - a Journal at the Intersection of Assessment and Learning is the AALHE’s quarterly publication. It features events and news within the organization and short articles and interviews on the practice of assessment in higher education.

Call for Papers

Our upcoming fall 2019 edition of Intersection will begin our academic year discussing conversations that have arisen on a national level around the diversity of today’s college students, and in particular how assessment of student learning needs to be reflective and responsive to the needs of our diverse students. We plan to continue our equity conversation in our spring 2020 edition to lead up to our June 2020 conference with equity as our theme.

Winter 2020 Papers Due: October 29, 2019

Theme: Open to all assessment topics

We are interested in an open call for current topics and conversations in the assessment of student learning. We welcome submissions aimed at educating and supporting assessment practitioners, faculty development professionals, subject area faculty, administrators, students, and other stakeholders in higher education.

Spring 2020 Papers Due: January 15, 2020

Theme: Equity in assessment, part 2

We are looking to present our readers with examples of successful strategies for increasing equity in assessment including, but not limited to, implementation of culturally responsive assessment practices, means for increasing cultural competence in assessment, and strategies for discussing equity in assessment with campus assessment partners/stakeholders. Please consider sharing your successful assessment processes to assist your AALHE colleagues in this important endeavor.

Summer 2020 Papers Due: April 15, 2020

Theme: Open to all assessment topics

We are interested in an open call for current topics and conversations in the assessment of student learning. We welcome submissions aimed at educating and supporting assessment practitioners, faculty development professionals, subject area faculty, administrators, students, and other stakeholders in higher education.

General Guidelines: Articles should be 700-2100 words and of general interest to assessment professionals. The emphasis is on readability over technical details, although the use of statistics is not discouraged. APA style should be used for citations. Submissions should not be used to market specific products.

All submissions should be sent by the above deadlines to the Editor in-Chief, Kathleen Gorski, Ed.D., at



Spring 2019

  • Note from the Editors-In-Chief by by Shannon Milligan and Catherine Wehlburg
  • Letter from the AALHE President by Jeremy Penn
  • Student Ratings of Instruction as “Found Data” by Bruce Kelley
  • Summary Circles: A Collective Auto-Ethnographic Approach to Assessing Learning Outcomes by Dannielle Joy Davis, Farah Habli, Jamie Dehan, James A. Barker, Maureen M. Bell-Werner, Deborah R. Bush-Munson, Tyler A. De Shon, Alex Fajardo, Christina Luebbert, and Jeremy W. Main
  • Using NSSE for Student Learning Outcomes Assessment: Validation through Expert-Panel Judgment by Yao Zhang Hill
  • Supplemental Instruction: A Closer Look at the Data by Regina Roof-Ray

Summer 2018

  • Note from the Edition Editor by David Eubanks
  • Using Longitudinal Cohort Datasets by Michael Ben-Avie and Brian Darrow, Jr.
  • Patterns in Student Ratings of Instruction by Lisa K. Bonneau
  • Qualitative Analysis in Biochemistry by Alexandra Greb and Mona Monfared
  • Assessing Credit Momentum and Course Enrollment by Renata Opoczynski, Susan Richter, Bethan Cantwell, and Mark Largent
  • Comparing Assessment Data to Course Grades by Lesley Page
  • Teachers’ Dispositions in Action and edTPA by Holly Thornton and Paige Neroda

Winter/Spring 2018

  • Message from the President by Monica Stitt-Bergh
  • Note from The Editor-In-Chief by Jane Marie Souza
  • Bridging University Institutional and Accreditation Standards: An Advanced Practice Registered Nurse (APRN) Program Exemplar by Robin Arends, Victoria Britson, and Mary Minton
  • Assessing the Effectiveness of Instructional Technology Tools in Online Business Programs by Denise Bollenback and Wendi M. Kappers
  • Occupational Therapy and ACOTE: A Case Study in Curriculum Framework Development by Erin Crisp
  • Using Evidence to Inform Accreditation Decisions: Council on Social Work Education by Robert Lucio, Michael Campbell, Maridelys Detres, and Heather Johnson
  • Assessment Strategies for Specialty Accredited Graduate Health Programs by Susan Moeder Stowe
  • Ensuring Student Success: A Systematic Approach to Specialized Programmatic Accreditation by Henriette Pranger, Paula Dowd, and Kelli Goodkowsky
  • Methods for Addressing the Improvement of Experiential Learning Outcomes in Programs Accredited by the Commission on Sport Management Accreditation (COSMA) by Megan Schramm-Possinger and Kristi Sweeney
  • A Stakeholder-Involved Process for Reviewing Courses in a Medical School by Nancy Shane
  • Unifying Assessment: Collaborative Opportunities within Specialized Accreditation of Educator Preparation Programs by Kipton D. Smilie and Yen M. To

Special Edition 2018: Conversations with Accreditors

  • Note from the editor-in-chief by Jane Marie Souza
  • Distance Education Accrediting Commission, by Leah Matthews and Margareta Smith Knopik
  • Higher Learning Commission by Barbara Johnson and Josie Welsh
  • Middle States Commission on Higher Education by Sean McKitrick and Jane Marie Souza
  • New England Association of Schools and Colleges by Pat O’Brien and Debra Leahy
  • Northwest Commission on Colleges and Universities by Mac Powell and Becky Dueben
  • Southern Association of Colleges and Schools, Commission on Colleges by Mike Johnson and David Eubanks
  • Western Association of Schools and Colleges, Accrediting Commission for Community and Junior Colleges by Stephanie Droker and Jane Marie Souza
  • Western Association for Schools and Colleges, Senior College and University Commission by David Chase and Jonathan Keiser
  • Western Association for Schools and Colleges, Senior College and University Commission by Mary Ellen Petrisko and Monica Stitt-Bergh

Fall 2017

  • President’s Letter by Monica Stitt-Bergh
  • Note from the Issue Editor by Gray Scott
  • A Guide for the Perplexed by David Eubanks
  • Beyond the Theatre of Compliance? by Madeline Murphy
  • The Crucial Role of Faculty Development in Promoting Quality Assessment Practices by Glenn Waterbury, Madison Holzman, Beth Perkins, And Allison Ames
  • The Journey of Improvement: How an Institution Enhanced the Quality of Their Assessment Process by Michelle Rogers
  • Assessing in The Red: How to Keep Quality-Of-Assessment Prospering by Yen M. To & Kipton D. Smilie
  • Using Factor Analysis to Test a Measure of Student Metacognitive Ability Related to Critical Thinking and Intellectual Humility by Jeff Roberts, David E. Wright, And Glenn M. Sanford
  • How Do Pros At Large, Decentralized Institutions Manage Outcomes Data? by Josie Welsh, Interviewer     
  • Interview with David Chase, Associate Vice President - Educational Programming, Accrediting Commission for Schools, Western Association for Schools and Colleges by Jonathan Keiser, Interviewer

Summer 2017

  • President’s Letter by Monica Stitt-Bergh
  • Note from The Editor-in-Chief by Jane Marie Souza
  • Awareness and Strategy Necessary for Technology Success by Joseph D. Levy
  • Using Dashboard Technology to Close the Assessment Loop by Sara Reinhardt, Catherine Sturm and Noelle Pease
  • Creating an Assessment Tool: Starting with the Why by Gloria Shenoy
  • Collecting Outcomes Data using Pre-existing In-class Assessments and Resources          
    by John F. Dawson
  • Using Google Apps to Manage Assessment by Katherine Cermak and Shirley Lin
  • Data Collection for Outcomes Assessment through the Learning Management System       
    by Karen DiGiacomo
  • Technology and Assessment:  A Focused Comparison of Three University Business Schools and their use of Technology in the Assessment Process by Jennifer Flanagan, Mary Anne Doty, and Courtney Kernek
  • Mapping the Curriculum: A Low-tech Model for Synthesizing Assessments and Improving Learning at Multiple Levels by Jennifer M. Harrison & Vickie William
  • T Maximizing Existing Technologies for Cross-Disciplinary General Education Assessment by Lisa M. Snyder and Kelly McVeigh Stanley
  • An interview with Dr. Leah Matthews, Executive Director, Distance Education Accrediting Commission (DEAC) by Interview by Margareta Smith Knopik

Spring 2017

  • President’s Letter by Catherine Wehlburg
  • Note from The Editor by Josie Welsh
  • Using the Topic Model for a 30 Second Elevator Speech about AALHE by Christine Robinson and Mingwei Qiang
  • Quantitative is Useful, but Qualitative is Meaningful: Meaningful Assessment Measures in an Art Program by Frank A. Pishkur and John D.Hogue
  • Being a Guide on the Side: Program-level Assessments in Kinesiology by Sheri L. Beeler and John D. Hogue
  • A Capstone Experience for Sustainable Assessment in Science: Biochemistry          
    by Walter A.  Patton and Megan F. Potteiger
  • Interview Questions with Sean McKitrick, Vice President, Middle States Commission on Higher Education by Jane Marie Souza

Winter 2017

  • President’s Letter by Catherine Wehlburg
  • Note from The Editor by Jane Marie Souza
  • Calibration: Are you seeing what I’m seeing? by Erin A. Crisp
  • Using the Inquiry Process to Promote Faculty Engagement in Assessment by Elizabeth E. Smith
  • Faculty Perspectives on Assessment by Lee Ann Smith
  • Talking Ourselves into It: Faculty Perspectives of Student Learning Outcome (SLO) Assessment, Learning, and Equity by Lillian E. Marrujo-Duck
  • How Faculty Experience with Assessment Relates to Views,
  • Values, and Practice by Matthew Gulliford, Lauren O’Brien, Michelle Curtis, and Courtney
  • Peagler
  • Faculty Engagement in Accreditation by Andrew B. Wolf
  • Interview Questions with Dr. Pat O'Brien by Debra Leahy

Fall 2016

  • Assessment Measures by Catherine Wehlburg and David Eubanks
  • Program-Level Assessment of the Physics Major by Peter P. Ohotnicky
  • What Influences Faculty to Assign Writing? by Shelly Stovall, Lindsay M. Ruckel, David Trafimow, and Yogesh J. Raut
  • Minimally Invasive Assessment by Jim Woehrle, David Kammler, and Hannah Spirrison
  • Reflective Writing and the Research Process by Larissa Gordon
  • Q&A with Mary Ellen Petrisko by Monica Stitt-Bergh
Summer 2016
  • President’s Letter
  • It Takes a Campus by Jodie B. Ullman and Andrew R. Bodman
  • Utilizing Technology in Data Collection by Derek C. Sauder, Kelly J. Foelber, Jessica N. Jacovidis, Dena A. Pastor
  • Transparency through Real-Time Data by Stacy L. Sculthorp, Laurie Hinze, and Karen M. Mattison
  • Exit Surveys for Course Improvement by Benjamin M. Drury
  • Assessment, a Mouse, and a Cookie by Nicole Lesher
  • Negotiating Flexibility and Structure by Laura Ariovich, Zornitsa Georgieva, and Sadé A. Walker
  • Q&A with Barbara Johnson by Josie Welsh
Spring 2016
  • Practical Assessment
  • Announcing AALHE/Taskstream Partnership
  • Faculty Learning Communities by Jeanne Mullaney
  • Reporting Realities by Gray Scott
  • Not My Bunnies and Not My Hat by Hazard, Jacovidis, Clarke & Horst
  • The Assessment Diaries by Lisa Wiehle
  • Member Q&A
Winter 2016
  • From the Editor
  • Librarians and High-Impact Educational Practices by Rhonda Huisman and Merinda Kaye Hensley
  • Shaping the Campus Conversation, Part Two, by Ephraim Schechter
  • Assessing Rater Agreement by David Eubanks
  • Q&A with Joseph Hoey
Fall 2015
  •  From the Editor
  •  Assessing Empathy through Historical Role-Playing Games by Tamara Venit Shelton, Jonathan Hanna, and Daniela Blei
  • Shaping the Campus Conversation, Part One, by Ephraim Schechter
  •  Teaching to the Test: Is it Really so Bad? by Catherine Wehlburg
  •  Q&A with Norbert Elliot
Summer 2015
  • News from AALHE by Catherine Wehlburg, AALHE President Elect
  • Understanding the Impact of Undergraduate Summer Research by Laura Palucki Blake and Karl A. Haushalter
  • Stay Connected with AALHE
  • Co-Curricular Programs by Any Other Name Would Smell as Sweet by Jeremy Penn
  • Q&A with Marilee Bresciani Ludvik
Winter 2015
  • AALHE News
    • Update from the AALHE Board by Eric Riedel, AALHE President
    • AALHE 2015 Conference News by Tara Rose, President-Elect and Chair of the Conference & Events Committee
  • Facilitation Skills: A Key to Successful Program Assessment by Monica Stitt-Bergh
  • What the Degree Qualifications Profile IS – and What it ISN’T: Upcoming Webinar by Paul Gaston
  • Assessing the Assessment of Assessment by David Onder
  • Converting to Faculty-Driven Management of Assessment by Josie Welsh
  • Q&A with Trudy Banta
Fall 2014
  • AALHE News
    • Website Redesign by Tara Rose, AALHE President-Elect
    • Taking Action to Improve Student Learning: 2015 Conference
    • Twitter Conversations
  • Assessment Drama by David Eubanks
  • The Mobile Survey Lab by Marc E. Gillespie, Carla D. Hernandez, S. William Zito, Gina M. LaPan-Dennis, Anthony C. Marziliano. Photo: Laura Gianni-Augusto
  • Student Involvement in Data Gathering by Mark Salisbury
  • Q&A with Michael Johnson
Summer 2014
  • Letter from the President
  • New Board members
  • Conference Feedback
  • Membership Survey Results
  • Making a Commitment to Quality by Donna L. Sundre
  • Addressing Disruptions in the Assessment of Quality Learning by Pamela Tate
  • Q&A with Linda Suskie
Spring 2014
  • Letter from the President
  • Building the Science of Learning Assessment: Strengthening Individuals, Programs, Institutions, and Communities: Upcoming Webinar by David Dirlam
  • Summary vs. Abstraction by David Eubanks
  • Student Focus Groups and General Education Assessment by Monica Stitt-Bergh
  • Interview with Monica Stitt-Bergh
  • AALHE 2014 Conference Schedule of Events
  • Get Involved
Winter 2014
  • Call for Proposals
  • What’s the Problem? by David Dirlam
  • Introduction: 2014 AALHE Leadership by Marsha Watson, AALHE Past-President
  • The Three Effectiveness Questions by David Eubanks
  • Get Involved
Fall 2013
  • A Successful Conference by Shari L. Jorissen
  • Get Involved
  • Meet the Board
Spring 2013
  • Why We Are Here . . . by Robert Munhenk, AALHE Past-President
  • About our members . . . by Shari L. Jorissen
  • AALHE Third Annual Assessment Conference

Connect With Us

Association for the Assessment of Learning in Higher Education
60 Terra Cotta Ave. 
Suite B #307
Crystal Lake, IL 60014 

Phone: 859-388-0855