Peer Review, Spring 2011

Current Issue

Spring2011Vol.13No.2

Lessons on Systemic Reform from the LEAP States Initiative

This issue of Peer Review highlights lessons learned from AAC&U’s LEAP States initiative. Specifically, it features educational and curricular reform work of institutions and state systems involved in the LEAP States Initiative—focusing on how selected state systems are using the LEAP essential learning outcomes as a shared framework for student achievement, accountability, school-college alignment, and underserved student success. The lessons learned can be useful to those in a wide range of institutions working toward educational reform.

Table of Contents

From the Editor

By Shelley Johnson Carey

Analysis

Systemic Change for Student Success: Goals and Lessons of the LEAP States Initiative

Susan Albertine, Association of American Colleges and Universities

Practice

From Pockets of Excellence to an Integrated Coherent Narrative: LEAP Wisconsin at the Midpoint

Rebecca Karoff, University of Wisconsin System

Assessment as a Driver of Collegiality and Cooperation in the Commonwealth of Virginia

Kathryne Drezek McConnell, Ray Van Dyke, Steve Culver; all of Virginia Tech

LEAPing in Utah: Lessons Learned along the Way

Norm Jones, Utah State University and the Utah Regents’ General Education Task Force

Making Excellence Inclusive in Oregon

Kay M. Sagmiller, Southern Oregon University; and Kenneth M. Doxsee, University of Oregon

Putting High-Impact Practices and Inclusive Excellence at the Center of GE Reform: Lessons from the California State University LEAP Initiative

Ken O’Donnell, California State University System; Janet Hecsh, Sacramento State University; Terry Underwood, Sacramento State University; William Loker, California State University, Chico; Sara A. Trechter, California State University, Chico; Debra David, San José State University; and Alexandria White, Evergreen Valley College

The North Dakota Story: One State's Path toward Collaboration and LEAP

Thomas B. Steen, University of North Dakota; Larry R. Peterson, North Dakota State University; Andrea Donovan, Minot State University; Ryan Pitcher, Bismarck State College; and Brad Tews, North Dakota State College of Science

Research

Assessment of High-Impact Practices: Using Findings to Drive Change in the Compass Project

Ashley Finley, Association of American Colleges and Universities

Reality Check

SUERTE

Robert Corpus, San José State University

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