Our scholarship and writing are integral to our mission and rooted in our values. We write books, chapters, articles, reports, and essays; you will see our work not only on our own website and in our periodic email communications, but also as published materials. The research, critical analysis, and presentation of ideas that go into those resources is evidence of our commitment to keeping our work current and relevant and of our desire to contribute in meaningful ways to higher education; it is a way of “giving back” to the institutions, organizations, and professionals who are our clients and partners. We invite you to learn more about some of our publications that are featured below.
Authors: Richard P. Keeling, M.D., and Richard H. Hersh, Ed.D.
America is being held back by the quality and quantity of learning in college. Many college graduates cannot think critically, write effectively, solve problems, understand complex issues, or meet employers’ expectations. We are losing our minds – and endangering our social, economic, and scientific leadership. Higher education costs too much and should be more efficient. But the real problem is value, not cost, and financial ‘solutions’ will not fix that. The only solution – making learning the highest priority in college – demands fundamental change throughout higher education. We need a national consensus demanding change for learning.” Click here to order the book online.
“Learning Reconsidered is an argument for the integrated use of all of higher education’s resources in the education and preparation of the whole student. It is also an introduction to new ways of understanding and supporting learning and development as intertwined, inseparable elements of the student experience. It advocates for transformative education—a holistic process of learning that places the student at the center of the learning experience.” Download a free copy of Learning Reconsidered online.
Editor: Richard P. Keeling, M.D.
“Learning Reconsidered 2: A Practical Guide to Implementing a Campus-Wide Focus on the Student Experience is a blueprint for action. It shows how to create the dialogue, tools, and materials necessary to put into practice the recommendations in Learning Reconsidered. This companion book brings together new authors, discipline-specific examples, and models for applying the theories in the original publication to move beyond traditional ideas of separate learning inside and outside the classroom.” Download a free copy of Learning Reconsidered 2 online.
Editors: Richard P. Keeling, M.D., Andrew F. Wall, Ph.D., Ric Underhile. Ph.D., and Gwendolyn J. Dungy, Ph.D.
“Making meaning of how, what, when, and where students learn is a vital, exciting, and inspiring component of higher education. Increasing external demands for accountability and internal commitments to improvement are amplifying the need for comprehensive assessment practices. Assessment Reconsidered: Institutional Effectiveness for Student Success promotes the shared ownership of assessment planning among faculty, student affairs educators, administrators, and students. Assessment Reconsidered focuses on the collaborative use of all campus resources in promoting student success. Written by an ensemble of educators with broad experience in assessment theory and practice in higher education, this illuminating work helps both student affairs professionals and faculty members address internal and public questions about the functioning of postsecondary institutions by reconsidering assessment policies, patterns, and practices in colleges and universities. While the book acknowledges and responds to greater expectations for institutional accountability, its focus is on building capacity to engage in evidence-based, reflective practice and supporting educators in doing their best work. Assessment Reconsidered is not primarily a workbook or ‘how to’ manual; instead, it addresses the substantive aspects of assessment and prepares readers to begin or improve assessment practice; it lays the foundation of concepts, knowledge, and skills that is essential for effectiveness.” Click here to order the book online.
Editors: Naijian Zhang & Associates
Richard Keeling, M.D., Jennifer Stevens Dickson, Dr.P.H., and Trey Avery—collaborated with Edward Whipple, Ph.D. to prepare the chapter on student health programs for the new, (4th edition) of Rentz’s Student Affairs Practice in Higher Education.
The chapter provides a comprehensive description of the organization, structure, administration, operations, programs and services, best practices, and resources in student health programs. Drawing upon Dr. Keeling’s on-campus experience leading complex health-related programs and services and on our experience of having completed comprehensive organizational and operational reviews of more than 80 college and university health and mental health programs, the new chapter emphasizes the critical importance of the organization and delivery of student health services within the context of academic mission and the support of student learning and success. The new edition provides an up-to-date authoritative reference on current student affairs practice. As with the previous editions, the new text will continue to be a key resource for students in graduate programs of higher education administration, educational leadership, and college student personnel professional preparation programs. Click here to order the book online.
Our longstanding interest in the neurobiological basis of learning and our focus on the key implications of advances in research in the neurosciences for the organization and support of teaching and learning in higher education are emphasized in our chapter contribution to a new Oxford University Press Psychology Library Handbook: The Oxford Handbook of Lifelong Learning. The chapter, Biological Bases for Learning and Development Across the Lifespan was written by Richard P. Keeling, M.D., Jennifer Stevens Dickson, Dr.P.H., and Trey Avery. Written for educators and anyone concerned about the quality and effectiveness of teaching and learning, the chapter provides an essential, yet accessible overview and synopsis of key advances in the neuroscience relative to understanding learning as a neurobiological process and identifies the implications these advances have relative to the need for reassessment of many structures, policies, and practices in the organization and delivery of education for learners of all ages. The book is the latest volume in the Oxford Library of Psychology Series and is edited by Manuel London, Ph.D., of Stony Brook University. It is a comprehensive and interdisciplinary examination of learning across the lifespan. Click here to order the book online.
A Strategic Primer on College Student Mental Health Authors: Richard P. Keeling, M.D., and Louise A. Douce, Ph.D. “This report is the product of a year-long partnership between NASPA—Student Affairs Administrators in Higher Education, the American Council on Education, and the American Psychological Association focusing on student mental health issues. Responding in part to President Obama’s call to launch a national conversation to increase the understanding and awareness about mental health, the partnering organizations, in collaboration with the lead authors, advisory committee, editorial group, and the organizations and institutions they represent, reviewed trends in college student mental health and sought out examples of practice that contribute to student well-being. We know that mental health continues to impact students in course learning and campus engagement. It is our collective hope that through increased awareness and collaboration, institutions of higher education can continue to serve all students and support their learning and development.” Download a free copy of the report online.
An Ethic of Care in Higher Education: Well-Being and LearningJournal of College and Character. Volume 15, Issue 3. Author: Richard P. Keeling, M.D. “At the heart of commitments to student success is a progressive concept of the relationship between students and institutions of higher education that embraces shared responsibility for the quality and outcomes of learning-and, therefore, for students’ ability, capacity, and readiness to learn. Since learning is a complex activity of the whole person, and well-being-broadly defined-is a major determinant of students’ readiness to learn, advancing student success requires attention to students as whole people, and to their individual and collective well-being. Attention to students as whole people, a shared responsibility for learning, and responsiveness to students’ well being, taken together, reflect the existence and influence of an underlying ethic of care.” Click here to order the article online. Current NASPA members may access the Journal of College and Character online at no charge.
Building a Better Relationship with your President Leadership Exchange. Fall 2014. Volume 12. Issue 3. Author: Almeda R. Jacks, Ph.D. It goes without saying that college and university presidents have to perform a myriad range of often highly complicated tasks and navigate an equally complex and diverse range of constituents on a daily basis. This article, authored by a retired Chief Student Affairs Officer (CSAO), provides tactics on how CSAOs can best use their expertise to build stronger relationships with their president, given the demands and pressures on presidents, while expanding their own skill sets in the process. Click here to order the article online. Current NASPA members may access Leadership Exchange online at no charge.
Liberal Education: A Pathway to Career and Life Success Leadership Exchange. Fall 2013. Volume 11. Issue 3. Authors: Richard P. Keeling, M.D., Steve Neilson, M.A., Joseph DeSanto Jones, M.Ed., Jennifer Stevens Dickson, Dr.P.H., and A. Christine Priori Students, parents, and policymakers are increasingly demanding a better return on investment for a college education that translates directly into career and life success. In the minds of many critics and supporters of higher education, getting a job has become the ultimate measure of both student and institutional success in today’s turbulent economic and employment climate. How should higher education—particularly the student affairs profession—respond to this challenge? Click here to order the article online. Current NASPA members may access Leadership Exchange online at no charge.
Where’s the Learning in Higher Learning? Trusteeship. July/August 2012. Volume 20, Issue 4. Authors: Richard P. Keeling, M.D., and Richard H. Hersh, Ed.D. In his 2012 State of the Union Address, President Obama joined the chorus of critics assailing higher education for high costs and low graduation rates. While they are important issues, cost and completion are not the fundamental problems that have put higher learning in crisis. “What calls for our urgent attention is low value — a critical deficit in the quality and quantity of learning in college. To state it plainly as possible: Most students graduate without learning enough. There is no longer enough higher learning in higher education.” This article is available to members of the Association of Governing Boards of Universities and Colleges, (AGB). AGB members may access the article by clicking here.
Horizontal and Vertical Structures: The Dynamics of Organization in Higher Education Liberal Education. Fall 2007. Volume 93, Issue 4. Authors: Richard P. Keeling, MD; Andrew F. Wall, Ph.D.; and Ric Underhile. Ph.D. “The organization of institutions of higher education has been seen as operating with ambiguous purposes in vertically oriented structures that are only loosely connected. The rationale for this ambiguity is twofold: (1) to allow for creative thinking, and (2) to respect—and even encourage—the autonomy of different disciplines. But ambiguity of purpose and vertical organization are at odds with thinking and expectations in an era of accountability and assessment, in which cross-institutional, or horizontal, reporting and measurement of institutional performance are highly regarded and increasingly demanded. Student affairs divisions are particularly challenged, given their ambiguous purpose (to support holistic student learning and development); the perception that they are support services, rather than core academic functions; and their primarily historically and traditionally framed organizational structures. Student affairs divisions are appropriately scrutinized to display how their ambiguous purpose is manifested in practice via organizational effectiveness and responsiveness to institutional needs, and through documented contributions to the development and achievement of desired student outcomes. The ability of student affairs functional areas to document and demonstrate value provides a pertinent opportunity to reconsider the organizational nature of student affairs programs, services, activities, and systems of support.” Download a free copy of the article online.