Logue, A. W. (2018, March 9). Considering curriculum reform? Better do your homework first. The Chronicle of Higher Education. View Article
Logue, A. W. (2017, November 20). Will devoting funds to Excelsior help students? Invited post for Ithaka S+R Blog. View Article
Logue, A. W. (2017, October 23). The growing discussion in higher education of transfer and curricular control. The Evolllution. Excerpt from Pathways to reform: Credits and conflict at The City University of New York (2017). Princeton, NJ: Princeton University Press. View Article
Logue, A. W. (2017, October 6). Insider’s take on CUNY’s Pathways. Inside Higher Ed. Q&A by Fain, P. with Logue, A. W. about Pathways to reform: Credits and conflict at The City University of New York (2017). Princeton, NJ: Princeton University Press. View Article
Logue, A. W. (2017, September 13). CUNY’s new approach to transferring college credit. EducationNext. Excerpt from Pathways to reform: Credits and conflict at The City University of New York (2017). Princeton, NJ: Princeton University Press. View Article
Logue, A. W. (2017, June 1). Driving evidence-based reform: Applying the problem of remedial math across the institution. The Evolllution. View Article
Logue, A. W. (2017, May 1). Why you should care about remedial math. Inside Higher Ed. View Article
Logue, A. W., Watanabe-Rose, M., & Douglas, D. (2017, spring). Reforming remediation. Education Next, 17(2). View Article
Logue, A. W. (2016, July 26). Is it a push or a pull? Inside Higher Ed. View Article
Logue, A. W. (2016, July 1). Should college students assessed as needing remedial algebra take college-level statistics instead? The Evolllution. View Article
Logue, A. W., Watanabe-Rose, M., & Douglas, D. (2016). Should students assessed as needing remedial mathematics take college-level quantitative courses instead? A randomized controlled trial. Educational Evaluation and Policy Analysis, 38, 578-598. View Article. Accepted into the What Works Clearinghouse as “Meets WWC Standards Without Reservations.”
Scrivener, S., & Logue, A. W. (2016, April). Building college readiness before matriculation: A preview of a CUNY Start evaluation. MDRC Brief. View Article
Logue, A. W., & Shrank, I. (August 3, 2015). An ignored conflict of interest. Inside Higher Ed. View Article
Logue, A. W. (January 23, 2015). CUNY’s pathway to shared governance. Chronicle of Higher Education. View Article
Logue, A. W. (November 20, 2014). “Whither thou goest, I will go.” Inside Higher Ed. View Article
Logue, A. W. (August 4, 2014). Essay on the academic performance of undocumented and other immigrant students. Inside Higher Ed. View Article
Logue, A. W. (November 18, 2013). Time, space and learning. Inside Higher Ed. View Article
Logue, A. W. (April 16, 2013). Provost defends CUNY General-education reforms. Chronicle of Higher Education. View Letter
Logue, A. W. (October 8, 2012). Higher ed disruption: Not so new. Inside Higher Ed. View Article
McCarthy, J., & Logue, A. W. (September 8, 2011). Going to scale: Seeking lessons from colleges and universities that successfully serve large numbers of community college transfer students. Chronicle of Higher Education.
Logue, A. W. (February 11, 2011). Money, money, money. Inside Higher Ed. View Article
Logue, A. W. (May 21, 2010). The power of the system. Inside Higher Ed. View Article
Logue, A. W. (October 8, 2009). Behavior management and a university system. Inside Higher Ed. View Article
Logue, A. W. (February 2, 2009). The scholarship of administration. Inside Higher Ed. View Article
Logue, A. W. (2007). Meeting current challenges in higher education: The need for more psychologists. Review of General Psychology, 11, 381-391.
Johnson, C. (August 22, 2006). Don’t expect confidentiality. Chronicle of Higher Education. View Article (written under a pseudonym)
Logue, A. W., & Anderson, Y. D. (2001). Higher education administrators: When the future does not make a difference. Psychological Science, 12, 276-281.
Logue, A.W. (1998). Laboratory research on self-control: Applications to administration. Review of General Psychology, 2, 221-238.