This contributed volume explores institutional and programmatic policies and practices which actively engage students as partners in improving student learning. This entails an examination of the degree to which students are partners in the assessment and learning processes and the characteristics of these partnerships. This volume showcases student partnerships, as well as presents a history of institutional culture affecting student learning, the role of students in teaching and learning, and brings student voices and perspectives to bare through research from a variety of institutional types. Case studies, current programs and activities, and a model for culturally-responsive assessment are highlighted to better understand student-focused learning and assessment. Implications for faculty, staff, and administrators are questioned. Overall, this volume links research to practice, and offers faculty, practitioners, and administrators different forms and methods of including students, while keeping issues of equity in mind.

Natasha A. Jankowski serves as Director of the National Institute for Learning Outcomes Assessment (NILOA) and Research Associate Professor in the department of Education Policy, Organization and Leadership at the University of Illinois Urbana-Champaign. Gianina R. Baker, Assistant Director, provides support to the Director and is assisting with the development and maintenance of partnership networks under the Lumina Foundation for Education grant at NILOA. Karie C. Brown-Tess has taught in math classrooms in Florida and in Illinois and is currently pursuing her PhD in Curriculum and Instruction emphasizing in mathematics and agency. Erick Montenegro, Communications Coordinator and Research Analyst, is responsible for NILOA's integrated communications effort including developing media, maintaining the website, promoting activities that benefit NILOA and its partners, and providing access to resources for NILOA's various audiences and stakeholder groups.

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