The American Educational Research Journal (AERJ) is the flagship journal of the American Educational Research Association, featuring articles that advance the empirical, theoretical, and methodological understanding of education and learning. It publishes original peer-reviewed analyses that span the field of education research across all subfields and disciplines and all levels of analysis. It also encourages submissions across all levels of education throughout the life span and all forms of learning. AERJ welcomes submissions of the highest quality, reflecting a wide range of perspectives, topics, contexts, and methods, including interdisciplinary and multidisciplinary work.
Since 1983, the ASHE Higher Education Report Series (formerly ASHE-ERIC ) has been providing researchers, scholars, and practitioners with timely and substantive information on the critical issues facing higher education. Each monograph presents a definitive analysis of a higher education problem or issue, based on a thorough synthesis of significant literature and institutional experiences. Topics range from planning to diversity and multiculturalism, to performance indicators, to curricular innovations.
The mission of the Series is to link the best of higher education research and practice to inform decision making and policy. The reports connect conventional wisdom with research and are designed to help busy individuals keep up with the higher education literature. Authors are scholars and practitioners in the academic community. Each report includes an executive summary, review of the pertinent literature, descriptions of effective educational practices, and a summary of key issues to keep in mind to improve educational policies and practice.
Assessment Update is the bimonthly newsletter from Jossey-Bass dedicated to covering the latest developments in the rapidly evolving area of higher education assessment. Assessment Update offers all academic leaders up-to-date information and practical advice on conducting assessments in a range of areas, including student learning and outcomes, faculty instruction, academic programs and curricula, student services, and overall institutional functioning.
Articles in Assessment Update cover a wide array of assessment related issues, including methods, tools, processes, measures, and design and implementation models. The readers of this publication are academic administrators, campus assessment practitioners, institutional researchers, and faculty from a variety of fields. All types of institutions are represented in the readerships.
Change: The Magazine of Higher Learning
Change is a magazine dealing with contemporary issues in higher learning. It is intended to stimulate and inform reflective practitioners in colleges, universities, corporations, government, and elsewhere. Using a magazine format rather than that of an academic journal, Change spotlights trends, provides new insights and ideas, and analyzes the implications of educational programs, policies, and practices.
Over the past few years it has included articles on trend-setting institutions and individuals, the latest thinking on teaching and learning, technology, the curriculum, the financing and management of higher education, for-profit and entrepreneurial higher education, faculty, the changing needs and nature of students, the undergraduate experience, administrative practice and governance, public policy, accountability, and the social role of higher education.
Change magazine has a partnership with The Council of Colleges of Arts and Sciences (CCAS). Founded in 1965, CCAS is a national association of baccalaureate degree-granting college of arts and sciences whose purpose is to sustain the arts and sciences as leading influence in American higher education.
Change, which is published six times a year, is intended for individuals responsible for higher learning in college, university, and other settings, including faculty, administrators, trustees, state and federal officials, and students, as well as corporation, union, and foundation officers.
APA and the National Association of Diversity Officers in Higher Education (NADOHE) have joined together to publish the Journal of Diversity in Higher Education®.
Multidisciplinary in perspective, this quarterly journal offers research findings, theory, and promising practices to help guide the efforts of institutions of higher education in the pursuit of inclusive excellence.
Journal of Diversity in Higher Education publishes empirical research, literature reviews, and evaluations of promising practices and policies that support efforts to transform institutions, inspire colleagues, engage campus, governmental, and private sector leaders, and articulate culturally competent outcomes.
Journal of Scholarship of Teaching and Learning
National Education Association
The NEA, the nation's largest professional employee organization, is committed to advancing the cause of public education. NEA's 3 million members work at every level of education—from pre-school to university graduate programs. NEA has affiliate organizations in every state and in more than 14,000 communities across the United States.
Today, NEA is the largest college and university faculty and staff organization in the United States, representing more than 200,000 higher education employees in public as well as private institutions nationwide.
Thought and Action
This well-respected, peer-reviewed journal provides both theoretical and practical information on issues in higher education. Published annually, it has a readership of more than 150,000
The NEA Higher Education Advocate
The NEA Higher Education Advocate, published five times a year, provides NEA members with news and trends in higher education. Its "Thriving in Academe" section, jointly produced by NEA and the Professional and Organizational Development Network (POD) provides advice on pedagogical issues.
Established in 2008, the mission of the National Institute for Learning Outcomes Assessment (NILOA) is to discover and disseminate ways that academic programs and institutions can productively use assessment data internally to inform and strengthen undergraduate education, and externally to communicate with policy makers, families and other stakeholders.
NILOA assists institutions and others in discovering and adopting promising practices in the assessment of college student learning outcomes. Documenting what students learn, know and can do is of growing interest to colleges and universities, accrediting groups, higher education associations, foundations and others beyond campus, including students, their families, employers, and policy makers.
See Assessment Journals
Peer Review (Not Peer Reviewed) provides a quarterly briefing on emerging trends and key debates in undergraduate liberal education. Each issue is focused on a specific topic, provides comprehensive analysis, and highlights changing practice on diverse campuses.
Peer Review is read by more than 6,000 college administrators, faculty, graduate students, and other educators each quarter. Join the growing audience of individuals who rely on Peer Review to enrich their campus resources focusing on undergraduate education. Subscribe to Peer Review today.
Planning for Higher Education invites well-written articles about important trends and issues that could influence academic planning and management, about novel or effective planning techniques, and about applied research of relevance to educational decision making. Reviews of books of interest to higher education planners are also welcome.
The Society for College and University Planning (SCUP), which was established in 1965, is a community of higher education leaders who are responsible for, or are involved in, the integration of planning on their campuses and for the professionals who support them.
Members look to SCUP to find ways to successfully integrate the institution's mission into their academic plan, and then seek to integrate all other kinds of planning on campus in support of the academic plan.