Scholarly Recognition

The students-as-partners inquiry and assessment work of the Wabash-Provost Scholars has been highlighted in a number of scholarly publications:

Kuh, G., Ikenberry, S., Jankowski, N., Cain, T., Ewell, P., Hutchings, P. & Kinzie, J. (2015) Using evidence of student learning to improve higher education. San Francisco, CA: Jossey-Bass. [See “Faculty and Students: Assessment at the Intersection of Teaching and Learning” (pp. 110-112)]

Banta, T. W. & Palomba, C. A. (2014). Assessment essentials: Planning, implementing, and improving assessment in higher education. Second edition. San Francisco, Ca: Jossey-Bass.

Cook-Sather, A., Bovill, C., and Felten, P. (2014). Engaging students as partners in learning and teaching: A guide for faculty. San Francisco, CA: Jossey-Bass.

Healey, M. (2014). Students as change agents in learning and teaching in higher education. (see section 4.5) Online:

Felten, P., Bagg, J., Bumbry, M., Hill, J., Hornsby, K., Pratt, M., & Weller, S. (2013). A call for expanding inclusive student engagement in SoTL. Teaching & Learning Inquiry: The ISSOTL Journal, 1(2), 63-74. Online:

Hutchings, P., Borin, P., Keesing-Styles, L., Martin, L., Michael, R., Scharff, L., Simkins, S., & Ismail, A. (2013). The scholarship of teaching and learning in an age of accountability: building bridges. Teaching & Learning Inquiry: The ISSOTL Journal, 1(2), 35-47.  See p. 42 for reference to the Wabash-Provost Scholars’ work.  Online:

Baker, G. R. (2012). North Carolina A&T State University: A culture of inquiry (NILOA Examples of Good Assessment Practice). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment. [See “Wabash-Provost Scholars Program” (pp. 5-6).] Online:

Hutchings, P., Huber, M. T., & Ciccone, A. (2011). The scholarship of teaching and learning reconsidered: Institutional integration and impact. San Francisco, CA: Jossey-Bass. [See “The SoTL Meets Assessment: New Roles for Students” (pp. 79-80)]