Publications

AAC&U publications are available for sale at https://secure.aacu.org/imis/aacur.

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.

General Education: A Self-Study Guide for Review and Assessment
2005

This practical guide is designed for campuses undertaking a review of their general education programs. Organized as a series of probing questions, it can help the facultyy and academic administration plan a self-study. While not providing answers to the questions posed or recommending particular approaches, the guide presents steps of a process that can be used either for program review of an existing program or for general education redesign.

Levels of Assessment
2005

This paper describes five levels of complexity in assessment at the college level, from assessing individual student learning up to assessing the institution. It clarifies the all-too-common "assessment morass" and provides guidance on appropriate actions and uses of different assessment methods. The premise of the paper is that direct measures of student learning can be used for multiple levels of assessment and that the ways of sampling, aggregating, and grouping data depend on the original questions posed.

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Liberal Education Outcomes: A Preliminary Report on Student Achievement in College
2005

This report is designed to provide an overview of national data on the importance of liberal education outcomes and how well college students are achieving these outcomes. It is designed to generate dialogue and spur implementation of more systematic ways to measure student learning outcomes across the curriculum and at incoming, milestone, and capstone levels.

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The Art and Science of Assessing General Education Outcomes: A Practical Guide
2005

This guide offers practical recommendations for individuals involved with the assessment of general education programs and outcomes on campus. It includes a step-by-step assessment checklist, tips for better assessment, and examples of assessment tools, methods, and rubrics for assessing a variety of key outcomes of a quality general education.

Advancing Liberal Education: Assessment Practice on Campus
2005

This publication presents the stories of six different colleges and universities that have developed innovative programs to advance and assess key liberal education outcomes. Originally written for AAC&U News, these stories--which focus on writing, information literacy, understanding of diversity, critical thinking, quantitative reasoning, and civic engagement--offer models for effective assessment practices. Also included is information about finding additional assessment resources.

Integrative Learning: Mapping the Terrain
2005

Published by AAC&U and the Carnegie Foundation for the Advancement of Teaching, this paper explores the challenges to integrative learning today as well as its longer tradition and rationale within a vision of liberal education. In outlining promising directions for campus work, the authors draw on AAC&U's landmark report, Greater Expectations, as well as the Carnegie Foundation's long-standing initiative on the scholarship of teaching and learning. Readers will find a map of the terrain of integrative learning on which promising new developments in undergraduate education can be cultivated, learned from, and built upon.

Making Diversity Work on Campus: A Research-Based Perspective
2005

The authors discuss recent empirical evidence, gathered on behalf of the University of Michigan Supreme Court defense, demonstrating the educational benefits of diverse learning environments. These are environments that must be intentionally planned and nurtured, where diversity is conceived of as a process toward better learning and not merely an outcome that one can check off a list. Included are numerous suggestions for how to engage diversity in the service of learning, ranging from recruiting a compositionally diverse student body, faculty, and staff to transforming curriculum, co-curriculum, and pedagogy to reflect and support goals for inclusion and excellence.

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General Education and Student Transfer: Fostering Intentionality and Coherence in State Systems
2005

Supported by AAC&U's Greater Expectations for Student Transfer project, this publication examines the challenge of clearly defining and communicating educational purposes at a time when most undergraduates attend multiple institutions. The authors survey state-level general education requirements, arguing that state higher education systems must serve as guarantors of programmatic coherence. Included are essays by Robert Shoenberg and Martin Finkelstein as well as reports from state systems in Utah, Georgia, and Maryland.

General Education and the Assessment Reform Agenda
2004

Author Peter Ewell calls for accountability in higher education by focusing on abilities, alignment, assessment, and action. Drawing on the architecture of AAC&U's 2002 report Greater Expectations, Ewell uses these four "A-words" to reflect on how we can link assessment and general education, while assuming collective responsibility for the academy and its integrity.

Taking Responsibility for the Quality of the Baccalaureate Degree
2004

Describes emerging consensus among education leaders about liberal learning outcomes essential for all baccalaureate graduates.

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