This book makes the case for assessment of student learning as a vehicle for equity in higher education. The book proceeds through a framework of "why, what, how, and now what."

Gavin W. Henning is Professor of Higher Education at New England College in New Hampshire where he directs the Master of Science in Higher Education Administration and Doctorate of Education programs. Gavin is a past president of ACPA - College Student Educators International as well as a past president of the Council for the Advancement of Standards in Higher Education (CAS). He has over 20 years' experience in higher education assessment and institutional research and frequently consults and presents regionally, nationally, and internationally on the topic. His scholarship includes over 90 peer-reviewed presentations and over 90 invited presentations and keynotes regarding assessment. In addition, he has published articles and books on assessment including Student Affairs Assessment: Theory and Practice with Darby Roberts that serves as the foundational text for assessment courses in many higher education graduate programs. Gavin earned his Ph.D. in Leadership and Policy Studies from the University of New Hampshire.

Gianina R. Baker, PhD, is the acting director of the National Institute for Learning Outcomes Assessment (NILOA), providing leadership and direction on research specific to the assessment of student learning at colleges and universities. Her main research interests include student learning outcomes assessment at minority serving institutions, access and equity issues for underrepresented administrators and students, assessment in athletics, and higher education policy. She holds a PhD in educational organization and leadership with a higher education concentration from the University of Illinois, an MA in human development counseling from Saint Louis University, and a BA in psychology from Illinois Wesleyan University.

Natasha A. Jankowski serves as the Executive Director of the National Institute for Learning Outcomes Assessment (NILOA) and Associate Professor with the department of Education Policy, Organization and Leadership at the University of Illinois Urbana-Champaign. She is co-author, along with her NILOA colleagues, Degrees That Matter: Moving Higher Education to a Learning Systems Paradigm and the book Using Evidence of Student Learning to Improve Higher Education. She loves all things assessment.

Anne E. Lundquist, PhD, is the managing director for learning and innovation at The Hope Center for College, Community, and Justice at the Lewis Katz School of Medicine at Temple University. She is a White, cisgender, third-generation educated poet, yogi, and social justice advocate who draws on her 30-year career in higher education to help transform higher education into a more effective and equitable sector through research and educational training and services to address student basic needs insecurity. Previously, Lundquist served as assistant vice president for campus strategy at Anthology, director of strategic planning and assessment for the Division of Student Affairs at Western Michigan University, as well as senior student affairs officer at four liberal arts colleges. She holds an MFA in creative writing and a PhD in educational leadership, higher education, from Western Michigan University. She earned her BA in religious studies and English from Albion College.

Erick Montenegro, PhD, is a fellow with the National Institute for Learning Outcomes Assessment (NILOA) focused on equity-minded assessment practice. Montenegro currently is the senior research associate for The Pell Institute for the Study of Opportunity in Higher Education. Montenegro serves on the board of directors for the Quality Assurance Commons for Higher and Postsecondary Education (QA Commons). As a research analyst for NILOA Montenegro helped launch the national conversation on equity-minded assessment in 2017. He holds a PhD in education policy, organization, and leadership from the University of Illinois at Urbana-Champaign.

Table of Contents Preface Part One. Why? 1. Why the Intersection of Assessment and Equity?-Erick Montenegro and Gavin Henning 2. The Assessment Activist. A Revolutionary Call to Action - DivyaSamuga_Gyaanam+Bheda 3. Equity and Assessment. A Storied Past-Natasha A. Jankowski and Anne E. Lundquist Part Two. What? 4. Current State of Scholarship on Assessment-Gianina Baker and Gavin Henning 5. The Varied Roles of Narratives and Stories in Assessment-Natasha A. Jankowski and Lesley D'Souza 6. Models and Approaches to Increasing Equity in Higher Education-Karen Singer-Freeman, Linda Bastone, and Erick Montenegro 7. Equity-Centered Assessment. Varying Approaches and Lenses-Stephanie Waterman, Gianina Baker, Gavin Henning, and Anne E. Lundquist Part Three. How? 8. Assessment in Class Meetings. Transparency Reduces Systemic Inequities-Many-Anne Winklemes 9. Culturally Relevant Assessment. Examining Equity Gaps in Assignment Types-Harriet Hobbs and Chrisine Robinson 10. Centering '¿ina in Assessment. Striving for Equity and Social Justice-Monica Stitt-Bergh, Charmaine Mangram, Eunice Leung Brekke, Kara Plamann Wagoner, Monique Chyba, Kaiwipunikauikaw¿kiu Lipe, & Siobhán Ní Dhonacha 11. Culturally Relevant Assessment 2.0 Through Faculty and Students' Voices-Chiara Logli 12. The Need for Equity-Minded Assessment and Evaluation Outside of the Classroom-Juan G. Berumen 13. Advancing Equity in Student Affairs Through Assessment Practice-Ciji A. Heiser and Joseph D. Levy 14. Assessing Equitable Access to STEM Fields of Study-Alicia C. Dowd, Leticia Oseguera, and Royel M. Johnson 15. Equitable Assessment in Community Colleges. A Call for Collaboration and Culturally Responsive Practices-Raina Dyer-Barr, Kaylan Baxter, and Eboni M. Zamani-Gallaher 16. Cultural Awareness and Praxis. The Aesthetic of Teaching and Learning at HBCUs-Verna F. Orr Part Four. Now What? 17. Leveraging Technology-Enabled Assessment Capabilities to Advance Students' Achievement of Equitable Learning Outcomes for Equitable Assessment-Peggy L. Maki 18. Developing Individual Awareness. The Role of the Assessor-Danielle Acheampong, Marilee Bresciani Ludvik, and Anne E. Lundquist 19. An Invitation to a Beginning Rather Than the End-Divya Samuga_Gyaanam+Bheda , Natasha A. Jankowski, and Peter Felten Editors and Contributors Index