Publications

AAC&U's publications cover a range of topics and provide the latest research, analysis, and valuable starting points for campus practitioner and policy leader dialogues. AAC&U monographs, reports, and guides focus on teaching, learning, curriculum, and academic leadership, and shine a spotlight on promising practices at every kind of college and university. See below for all AAC&U publications. Click on titles to purchase or download copies.

AAC&U also publishes three periodicals, Liberal Education, Peer Review, and Diversity & Democracy, and a monthly online newsletter, AAC&U News, to advance the national dialogue about the quality of undergraduate education in the United States.

Essential Global Learning
2016

Essential Global Learning is a compilation of seminal AAC&U articles about global learning. This publication provides a working definition of global learning, a framework for assessment of global learning, and case studies of high-impact global learning activities on a variety of campuses. It is a foundational publication for individuals and groups of educators and leaders interested in exploring the range of global learning opportunities for students.

This publication also includes the Global Learning VALUE rubric, a rubric developed by a national group of faculty experts as part of AAC&U's Valid Assessment of Learning in Undergraduate Education (VALUE) LEAP project. The rubric is designed to assess students' global learning achievements and has been tested on campuses across the country.

Trends in Learning Outcomes Assessment
2016

This 2016 report summarizes key findings from a national survey among chief academic officers at AAC&U member institutions and explores trends in learning outcomes and approaches to assessing them.  It documents that many higher education are moving away from standardized tests and placing an increased focus on rubrics applied to student work samples as better evidence of students' achievement of Essential Learning Outcomes.  This is the third and final report in a series featuring findings from the survey conducted by Hart Research Associates for AAC&U. (Full reports and slides with findings are available free online at www.aacu.org/about/2015-membersurvey.)

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Recent Trends in General Education Design, Learning Outcomes, and Teaching Approaches
2016

This report summarizes key findings from a national survey among chief academic officers at AAC&U member institutions and explores how institutions are defining common learning outcomes, trends related to general education design and the use of emerging, evidence-based teach­ing and learning practices. This is the second report in a series featuring findings from the survey conducted by Hart Research Associates for AAC&U. (full reports and slides with findings are available free online at www.aacu.org/about/2015-membersurvey.)

This new report, "Recent Trends in General Education Design, Learning Outcomes, and Teaching Approaches," includes respondents from across the full spectrum of public, private, two-year, and four-year institutions.

Collaboration for Student Transfer: A Nationwide Degree Qualifications Profile Experiment
2016

Collaboration for Student Transfer: A Nationwide Degree Qualifications Profile Experiment highlights key lessons learned from AAC&U's Quality Collaboratives project. It focuses on learning outcomes assessment and faculty leadership in the context of increased rates of student mobility and transfer. The project sought to build the capacity of educators to use the Degree Qualifications Profile (DQP) as a framework for successful student transfer that emphasized the quality of student learning, rather than seat time or credit hours; and sought to help partnering two- and four-year institutions strengthen transfer students' achievement of AAC&U's LEAP Essential Learning Outcomes. The publication reports on the work of two-year and four-year institutions in nine states—California, Oregon, Utah, Wisconsin, Indiana, Kentucky, Virginia, Massachusetts, and North Dakota—that built on existing transfer articulation policies and practices and explored ways to enhance student...

Action Steps for Advancing Transfer Student Success: Lessons Learned from Cross-Institutional Collaborations
2016

Action Steps for Advancing Transfer Student Success highlights lessons learned from cross-campus engagement and robust collaborations, presented in ten case studies.

Assessment Practices for Advancing Transfer Student Success: Collaborating for Educational Change
2016

Assessment Practices for Advancing Transfer Student Success features practical advice about developing collaborations to advance learning outcomes assessment in the context of transfer.

2015

AAC&U surveyed Chief Academic Officers at member institutions from July-October 2015 concerning priorities related to learning outcomes, assessment, general education design, high-impact practices, and data tracking and goal setting around equity and quality learning. With support from USA Funds, AAC&U conducted structured interviews with 14 of the respondents focusing on minority serving and predominately white institutions and particularly on those who were tracking data in at least some disaggregated ways. For more information, see: www.aacu.org/about/2015-membersurvey.

The initial report, “Bringing Equity and Quality Learning Together: Institutional Priorities for Tracking and Advancing Underserved Students’ Success,” highlights findings from both the national survey and from structured interviews related to goal-setting and priorities for diversity, equity, and student success in both...

Faculty Leadership for Integrative Liberal Learning
2015

Faculty Leadership for Integrative Liberal Learning articulates a set of principles and practices to guide integrative liberal learning for today's students. The overlapping principles reflect a more holistic concept of undergraduate education that focuses on student empowerment and self-development; intentionally integrated learning opportunities and experiences; and greater clarity and transparency of learning outcomes for students, faculty, and other stakeholders. The publication aims to elucidate the value and use of integrative liberal learning and the best pedagogical and faculty leadership practices to prepare students for applying their learning to complex challenges in life, career, and citizenship. This publication emerges from the work of the Teagle Foundation-supported Faculty Leadership for Integrative Liberal Learning: Principles and Practices project.

The Quality of a College Degree
2015

This report examines the larger policy environment and how it is and isn’t aligned with current efforts to focus on assessment of key student learning outcomes, especially in the context of transfer. It builds on lessons learned in AAC&U's DQP Quality Collaboratives project.  Authors provide recommendations for framing policy debates about more efficient and effective transfer from two-year to four-year institutions that account for students’ achievement of key learning outcomes articulated in the Degree Qualifications Profile. The publication also provides a framework for better aligning state and campus policies with a twenty-first-century vision of quality learning and with current patterns of student attendance.  Ideal for campus discussions about improving transfer student success and collecting better data on student achievement, the publication also includes case studies from two-year/four-year Quality Collaboratives campus partners.

Assessment That Works: A National Call, A Twenty-First-Century Response
2015

This publication builds on the work of AAC&U’s VALUE project (Valid Assessment of Learning in Undergraduate Education)—a multi-tiered effort that, in its first stages, harnessed the expertise of hundreds of faculty and other education professionals across American higher education to identify the most commonly agreed upon criteria and standards of judgment to be used in assessing student work.  VALUE has since become a national movement to change the way we envision and approach the assessment of student learning gains and accomplishments in college.  Assessment That Works contextualizes this movement, describes several illuminating case studies of VALUE in action, and exhorts us to maintain the momentum and raise the visibility of this effort.

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