Caryn McTighe Musil



Senior Scholar and Director of Civic Learning and Democracy Initiatives
Office of the President


Civic Prompts: Making Civic Learning Routine across the Disciplines
May 12, 2015

Published as part of AAC&U’s ongoing work on “Civic Learning and Democratic Engagement,” Civic Prompts addresses the undergraduate major as the next frontier of civic learning. A practical tool for building faculty capacity meaningfully to embed civic learning in their courses and programs, Civic Prompts represents a first step in investigating a largely unchartered territory. It offers a process, or set of prompts, through which faculty can begin to increase student learning by defining discipline-specific civic lenses that explore the public purposes, civic inquiries, and actions embedded in their fields. Ideal for faculty development initiatives, teaching and learning centers, and anyone interested in providing faculty the tools to embrace and implement effective civic learning.

Assessing Global Learning: Matching Good Intentions with Good Practice
March 15, 2006

Assessing Global Learning is designed to help colleges and universities construct and assess the impact of multiple, well-defined, developmental pathways through which students can acquire global learning. Specific program examples demonstrate how and where curricular and co-curricular learning can be embedded at various levels from individual courses to institutional mission. The publication argues for establishing clear global learning goals that inform departments, divisions, and campus life and suggests assessment frameworks. Includes a sample quantitative assessment survey and several assessment templates.

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 Assessing Campus Diversity Initiatives: A Guide for Campus Practitioners
January 1, 2001

Provides tips and tools for designing and developing effective diversity evaluations. Topics addressed include the need for assessment, designing an evaluation plan, institutional context, audience, data collection and analysis, performance indicators, and theoretical models. An appendix also includes sample assessment and evaluation tools from campuses across the country.

Gender, Science, and the Undergraduate Curriculum: Building Two-Way Streets
January 1, 2001

This anthology emerges from AAC&U's curriculum and faculty development project, Women and Scientific Literacy: Building Two-Way Streets. The project examined the core questions: "How can things be done differently to increase the numbers of women who study science, math and engineering?" and "How will the new scholarship about women and gender alter science itself and how science is understood both within its own disciplines and beyond?" The essays in this book demonstrate ways to integrate this new scholarship-known as feminist science studies scholarship--and new teaching practices into basic science courses, for non-majors as well as majors, and into women's studies courses. Authors address issues of course content, pedagogy, institutional change, and policy. They describe new and revised courses in the fields of biology, chemistry, mathematics, engineering, history, physics, and women's studies.

A Diversity Research Agenda
January 1, 2000

Arguing for the importance of further research about the impact of diversity and higher education, this volume suggests key theoretical frameworks critical when investigating diversity. It also identifies specific areas in the field of diversity research and assessment in which more study is needed.

January 1, 1999

Charts the efforts of colleges and universities to move from the rhetoric of inclusion to the practice of equity. Etching a portrait of the new academy as it is transformed and reinvigorated by diversity initiatives, the monograph maps the emerging trends in diversity work and insights gained in the process.

This is a free online publication: To Form A More Perfect Union (pdf).

Students at the Center: Feminist Assessment
January 1, 1992

Asserts that student-centered, feminist assessments can be a useful vehicle for improving teaching and learning in any discipline and describes strategies and instruments that can be used to assess what and how students learn.

 The Courage to Question: Women's Studies and Student Learning
January 1, 1992

Frank, eye-opening reports from seven colleges and universities assessing student learning in women's studies courses. Examines how women students learn critical thinking skills, develop a "personal voice," gain multicultural perspectives, and make choices for their lives.