Peer Review

Winter/Spring 2019

This issue features research articles written by Center for the Advancement of STEM Leadership (CASL) fellows on proven HBCU leadership approaches that have broadened the participation of historically underrepresented groups in STEM. 

The work presented in this issue of Peer Review was generously funded by the National Science Foundation Historically Black Colleges and Universities–Undergraduate Program. The opinions, findings, conclusions, or recommendations expressed herein are those of the authors and do not necessarily reflect the views of the National Science Foundation.

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Fall 2018

This Peer Review celebrates AAC&U’s VALUE (Valid Assessment of Learning in Undergraduate Education) initiative’s first ten years. The issue features highlights of what we have learned from faculty VALUE rubric use and identifies emerging goals for the initiative’s future.

Summer 2018

While the pace of change in higher education can be slow, general education has emerged as a space of innovation, collaboration, thoughtfulness, creativity, and inquiry. This issue explores lessons learned from the AAC&U Institute on General Education and Assessment in which campus teams refine and advance programs using the General Education Maps and Markers (GEMs) framework.

Spring 2018

This issue presents findings from the eight-campus LEAP Challenge: Engaging in Capstones and Signature Work project consortium. Cross-consortium perspectives are presented in the feature articles, which are organized around the five themes that emerged during the project—defining capstones and signature work, organizing capstones and signature work, student preparedness for capstones and signature work, institutional readiness for capstones and signature work, and assessing capstones and signature work.

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