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.”

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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.”

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“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.”

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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.”

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Keeling & Associates proudly announces the publication of the 5th edition of Rentz’s Student Affairs Practice in Higher Education (Zhang N., Ed., Charles C. Thomas, 2016). Drs. Richard P. Keeling and Jennifer S. Dickson, Consultant and Director of Research, and Joseph DeSanto Jones, formerly a member of the K&A staff, contributed two chapters to the book.

Drs. Keeling and Dickson collaborated to frame an updated chapter on student health services. That chapter provides a comprehensive outline of best practices, organization, infrastructure, operations, programs and services, and resources in student health programs. Dr. Keeling’s on-campus experience leading complex health-related programs and services, and his leadership of comprehensive organizational and operational reviews of more than 115 campus health-related programs and services, provided the foundation for this chapter in both the fourth and fifth editions of Rentz.  The new chapter emphasizes the critical importance of the role and delivery of student health services within the context of the academic mission and in support of student learning and success.

Dr. Keeling worked with Mr. DeSanto Jones, who later became Director of Strategic Initiatives at NASPA – Student Affairs Administrators in Higher Education, to prepare a new chapter focused on assessment in student affairs. It provides an in-depth introduction to the purposes, functions, methods, and outcomes of assessment, including both operational assessments (such as utilization and student satisfaction) and assessments of student learning.

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