"Demonstrating learning and development in college is of critical importance at this point in the history of higher education."

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Dungy, G. & Peck, A. (2019). How Campus Activities Can Lead the Modern University: Five Imperatives, Journal of Campus Activities Scholarship and Practice, National Association for Campus Activities, 1 (1).

Peck, A. & Callahan, K. (eds.) (Forthcoming) Leadership Development Through Campus Employment, New Directions for Student Leadership. 162, San Francisco, CA: Jossey-Bass.

Peck, A. & Callahan, K. (Forthcoming) Student Employment as Leadership Learning, New Directions for Student Leadership. San Francisco, CA: Jossey-Bass.

Peck, A. (2018, October 5). Career-Ready Education Needs Colleges and Businesses Working Together. The Chronicle of Higher Education.

Peck, A. & Preston, M. (August, 2018). “Connecting Bridges: Introducing the Cocurricular Career Connections leadership model,” Journal of the National Association of Colleges and Employers.

Peck, A. Seemiller, C., & Sawalich, S. (August, 2018). “Student Engagement Revisited: New Approaches to Battling Isolation, Loneliness, and Social Disconnection,” NASPA Leadership Exchange.

Peck, A. (March, 2018). Mapping Career‐Ready Skills Through Student Leadership Programs. In Spencer, G. & Rooney, G. (Eds.), New Directions for Student Services Sourcebook. San Francisco, CA: Jossey-Bass.

Peck, A. & Preston, M. (October, 2018). “Why Get Involved? A Guide for Student Leaders,” Campus Activities Programming.

Peck, A. & Preston, M. (September, 2017). “The Value of Hiring Engaged Students,” Journal of the National Association of Colleges and Employers.

Peck, A. (ed.) (2017). Engagement & Employability: Integrating Career Learning Through Cocurricular Experiences in Postsecondary Education, Washington, D.C., NASPA Press.

Kruger, K., & Peck, A. (2017). Disruption, Change, and Telling the Story of Student Affairs: An Introduction. In Peck, A. (Ed.), Engagement and employability: integrating career learning through cocurricular experiences in postsecondary education (xi-xxxi). Washington, DC: NASPA-Student Affairs Administrators in Higher Education.

Griffin, K., & Peck, A., & LaCount, S. (2017). How Students Gain Employability Skills: Data from Project CEO. In Peck, A. (Ed.), Engagement and employability: integrating career learning through cocurricular experiences in postsecondary education (39-64). Washington, DC: NASPA-Student Affairs Administrators in Higher Education.

Peck, A., & Cummings, T. (2017). Developing Employability Skills Through Campus Activities. In Peck, A. (Ed.), Engagement and employability: integrating career learning through cocurricular experiences in postsecondary education (149-188). Washington, DC: NASPA-Student Affairs Administrators in Higher Education.

Preston, M., & Peck, A. (2017). Developing Employability Skills Through Student Government Associations. In Peck, A. (Ed.), Engagement and employability: integrating career learning through cocurricular experiences in postsecondary education (249-283). Washington, DC: NASPA-Student Affairs Administrators in Higher Education.

Spencer, G., & Peck, A. (2017). Developing Employability Skills Through Leadership Development Programs. In Peck, A. (Ed.), Engagement and employability: integrating career learning through cocurricular experiences in postsecondary education (337-371). Washington, DC: NASPA-Student Affairs Administrators in Higher Education.

Peck, A. (2017 Flawed Premise: Next Steps. In Peck, A. (Ed.), Engagement and employability: integrating career learning through cocurricular experiences in postsecondary education (399-415). Washington, DC: NASPA-Student Affairs Administrators in Higher Education.

Peck, A., Kane, C. and Davis, T. (September, 2016). “NACA NEXT: Assessing Career Skills Developed Through Campus Activities,” Campus Activities Programming, 49 (3) pp. 34-37.

Griffin, K., Peck, A. & LaCount, S. (2016). Project CEO: The potential value of beyond-the-classroom experiences for developing career competencies, Campus Labs, Buffalo, NY.

Preston, M. & Peck, A. (2016). Carts before horses? Remembering the primacy of the student’s experience in student learning. In Roberts, D. & Bailey, K. (Ed.), New Directions for Student Leadership. San Francisco, CA: Jossey-Bass.

Peck, A., Hall, D., Cramp, C., Lawhead, J., Fehring, K., & Simpson, T. (February, 2016). The co-curricular connection: The impact of experiences beyond the classroom on soft skills, Journal of the National Association of Colleges and Employers, 76 (3).

Peck, A., (ed.), Cramp, C., Croft, L., Cummings, T., Fehring, K., Hall, D., Hnatusko, P. and Lawhead, J. (2015). Considering the impact of participation and employment of students in campus activities and collegiate recreation on the development of the skills employers desire most: A joint whitepaper from the National Association for Campus Activities and Leaders in Collegiate Recreation: Columbia, SC and Corvallis, OR, NACA and NIRSA, publishers.

Peck, A. and Dotson, K. (March, 2015). “Four conversations about careers in Student Affairs: A guide for mentors,” Campus Activities Programming, 47 (7).

Peck, A. (Summer, 2014). Overcoming the Digital Dilemma: Developing and Measuring Critical Thinking Gained through Cocurricular Experiences in a Time of Information Overload. The Journal of Technology in Student Affairs.

Peck, A. & Smith, H. (2013). “Addressing Campus Civility through an Honor Code” Student Affairs on Campus, 1 (1), Retrieved from http://www.studentaffairsoncampus.com.

Peck, A. (October, 2012). “Using structured reflection to guide student learning: A research study,” Campus Activities Programming, 45 (4).

Peck, A. (February 26, 2012). Overloaded with information, students need critical thinking skills, The University World News, Issue No: 210.

Peck, A. and Horne, A. (2012). Making assessment part of your daily work in student activities, Campus Activities Programming, 45 (1).

Peck, A., Rault, P. and O’Neil, D. (October, 2011). Events that teach: Accomplishing unique learning outcomes through a Week of Reflection, Campus Activities Programming, 44 (5).

Peck, A. (2011). Peer Involvement Advisors Improve First Year Student Engagement And Retention, About Campus, 16 (3).

Peck, A., Claver, L and Russel, M. (May, 2010). Engaging Students through a Student Involvement Center, Campus Activities Programming, 43 (1).

Peck, A. (February, 2010). Putting the Student Back in Student Learning, NASPA NetResults.

Peck, A. (2010). Reflections on How Higher Education Changes Us, Sawdust.

Peck, A. (2010). Inspiration and Shared Values. In M. L. Shankman, & S. J. Allen (Eds.). Emotionally Intelligent Leadership for Students: Facilitation and Activity Guide (pp. 257-273.). San Francisco: Jossey-Bass.

Peck, A. (2010). Inspiration. In M. L. Shankman, & S. J. Allen (Eds.). Emotionally Intelligent Leadership for Students: Workbook (pp. 158-160.). San Francisco: Jossey-Bass.

Peck, A. and Claver, L. (September, 2009). Engaging Spaces: Moving student involvement from a ‘planned expense’ to an ‘impulse buy.’ The Bulletin of the Association of College Unions International, 77 (5).

Peck, A (2009). Keep the change: Using reflection to frame the transformative qualities of learning, About Campus, 14 (1), p. 21 – 24.

Peck, A. (October, 2007). Ethics at the Crossroads: Using Organizational Development Theory to Maximize the Effectiveness of Ethical Development, Campus Activities Programming, 40 (1).

Peck, A. (2006). Collaborative Leadership Programming. In Simmons, M. and Easley, A. (Ed.), Best Practices for Student Affairs: Effective Student Leadership Programming Strategies (pp. 66-67). New York: Extreme Entrepreneurship Education Publishing.

Peck, A. (August, 2006). Feeling the Spirit: Raising School Pride on Campus. Campus Activities Programming, 39 (2).