"Trends in Assessment" provides readers with a survey of the state-of-the-art of the enduring assessment concepts and approaches developed over the past twenty-five years, and includes chapters by acknowledged experts who describe how emerging assessment trends and ideas apply to their programs and pedagogies, covering: (1) Community Engagement; (2) ePortfolios; (3) Faculty Development; (4) Global Learning; (5) Graduate and Professional Education; (6) High-Impact Practices; (7) Learning Improvement and Innovation; (8) Assessment Trends from NILOA; (9) STEM; and (10) Student Affairs Programs and Services. The concluding chapters point to a future of assessment and identify several meta-trends in assessment. The book was conceived by organizers and contributors of the Assessment Institute in Indianapolis, the nation's oldest and largest higher education assessment event, and includes contributions by the following partners of the Institute: Association for the Assessment of Learning in Higher Education (AALHE); Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL); Association for General and Liberal Studies (AGLS); Association for Institutional Research (AIR); Association of American Colleges and Universities (AAC&U); Center for Postsecondary Research (CPR)/National Survey of Student Engagement (NSSE); and Higher Education Data Sharing Consortium (HEDS). "Trends in Assessment" serves as a vital resource for faculty, student affairs professionals, administrators, anyone involved in accreditation, and scholars in the field. Following a preface from the editors and introduction (Stephen P. Hundley, Susan Kahn, and Karen E. Black), chapters in the book include: (1) Movement Afoot: Fostering Discourse on Assessment Scholarship (Natasha A. Jankowski and Gianina R. Baker); (2) Becoming More HIP: Assessment Trends in High-Impact Learning Practices and Student Success (Jennifer Thorington Springer, Amy A. Powell, Steven Graunke, Thomas W. Hahn, and Julie A. Hatcher); (3) Evolving Practices in the Development and Assessment of Global Learning (Leslie A. Bozeman, Dawn M. Whitehead, Darla K. Deardorff, and Gil Latz); (4) Assessing Community Engagement (Kristin Norris and H. Anne Weiss); (5) Understanding Students Yesterday, Today, and Tomorrow: Trends in Student Affairs Assessment (A. Katherine Busby and A. Sonia Ninon); (6) STEM Education and Assessment: Evolving Through Evidence (Anthony Chase, Gabrielle Kline, and Stephen P. Hundley); (7) Assessment at the Highest Degree(s): Trends in Graduate and Professional Education (Sarah B. Zahl, Sherry Jimenez, and Max Huffman); (8) Measuring Faculty Learning: Trends in the Assessment of Faculty Development (Krista Hoffmann-Longtin, Kyle Fassett, John Zilvinskis, and Megan M. Palmer); (9) Transforming Assessment, Assessing Transformation: ePortfolio Assessment Trends (Susan Kahn); (10) Lots of Assessment, Little Improvement? How to Fix the Broken System (Keston H. Fulcher and Caroline O. Prendergast); (11) Using Assessment Trends in Planning, Decision-Making, and Improvement (Michele J. Hansen); and (12) Meta-Trends in Assessment: Perspectives, Analyses, and Future Directions (Stephen P. Hundley, Susan Kahn, Jeffery Barbee, and Partners of the Assessment Institute). [Foreword by Trudy W. Banta.]