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.

Preparing Future Faculty in the Humanities and Social Sciences: A Guide for Change
2003

A comprehensive look at changes made in graduate education in the humanities and social sciences to better prepare the future professoriate. Contains conceptual and practical information to help institutions implement the growing number of recommendations calling for the improvement of doctoral preparation. Also addresses the struggles to forge new programs in departments burdened with tradition and identifies the actual benefits to students, faculty members, departments, and institutions of persevering with this task. The Preparing Future Faculty programs are sponsored by AAC&U and the Council of Graduate Schools.

 The Living Arts: Comparative and Historical Reflections on Liberal Education
2003

Written by a leading historian of higher education, this analysis of liberal education examines major themes in the tradition, considers its standing in both Europe and the United States, and proposes ways of reinvigorating liberal learning in American education.

Greater Expectations: A New Vision for Learning as a Nation Goes to College
2002

This report of the Greater Expectations National Panel calls for a new focus on excellence to better prepare students for the 21st century world. The report recommends the creation of a New Academy characterized by high expectations, a focus on learning, commitment to demonstrated achievement, intentional practices, and an engaged, practical liberal education for all students.


About the Initiative

Greater Expectations, a major initiative of AAC&U from 2000-2006, articulated the aims and purposes of a twenty-first century liberal education, identified innovative models that improve campus practices and learning for all undergraduate students, and advocated for a comprehensive approach to reform. The work of the Greater Expectations initiative laid the foundation for AAC&U's current initiative Liberal Education and America's Promise.

The work was supported by The Pew Charitable Trusts, Carnegie Corporation of New...

Preparing Future Faculty in the Sciences and Mathematics
2002

A comprehensive look at changes made in graduate education in science and mathematics to better prepare the future professoriate. Contains conceptual and practical information to help institutions implement the growing number of recommendations calling for the improvement of doctoral preparation. Also addresses the struggles to forge new programs in departments burdened with tradition and identifies the actual benefits to students, faculty members, departments, and institutions of persevering with this task. The Preparing Future faculty programs are sponsored by AAC&U and the Council of Graduate Schools.

Women of Color in the Academy Series
2002

These papers explore what it means to be a woman and a minority in academe, describing the unique problems and biases these women face. Each paper also recommends resources to help institutions be more supportive.

Global Collaborations: The Role of Higher Education in Diverse Democracies (India, South Africa, the United States)
2002

Written as a companion to Diversity, Democracy, and Higher Education: A View from Three Nations, this volume continues to explore the challenges posed by diversity to democratic societies within the context of higher education. Includes perspectives from the three countries who participated in the Ford Foundation's Tri-National Seminar on Diversity and Higher Education. Frames some parameters for a new kind of global education that would be comparative in nature, reciprocal in practice, and committed to social justice.

 Assessing Campus Diversity Initiatives: A Guide for Campus Practitioners
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.

The Status of General Education in the Year 2000: Summary of a National Survey
2001

Summarizes the results of an extensive survey of undergraduate general education in a national sample of AAC&U-member colleges and universities, which was conducted by staff at AAC&U and at the Center for the Study of Higher Education at The Pennsylvania State University. It provides a snapshot of general education practice at the turn-of-the-century, information about significant changes in the past decade, and insight about the challenges of the future.

College-Level Learning in High School: Policies, Practices, and Practical Implications
2001

This report examines college-level learning in high school and related issues such as high school curriculum and standards, college access and equity, faculty jobs and curricular authority, and relations between two-year and four-year colleges. It examines the central role of college and university policies and practices, both toward the sponsorship of college-level learning in high school and toward the acceptance of college-level credits and presents new research finding on academic leaders' attitudes toward college-level learning in high school.

Gender, Science, and the Undergraduate Curriculum: Building Two-Way Streets
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.

Pages