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.

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.

General Education in an Age of Student Mobility: An Invitation to Discuss Systemic Curricular Planning
2001

Considers the challenge of designing a coherent curriculum for an increasingly mobile student population. Asks how the integrity of individual general education programs can be maintained in the face of public pressures to simplify transfer. Might colleges and universities assess students on the basis of specific learning outcomes, or will they continue to regard a random collection of credit hours as though it amounted to a meaningful education?

Tri-National Series
2000

These companion books explore the challenges posed by diversity to democratic societies within the context of higher education. Based on topics explored by delegates from India, South Africa, and the United States in the Ford Foundation's Tri-National Seminar on Diversity and Higher Education.

Diversity, Democracy and Higher Ed: A View From Three Nations
2000

Delegates from India, South Africa, and the United States met in India to compare the experiences of their countries in responding to the special challenges and opportunities diversity offers to higher education. This volume presents their papers and describes their reflections. It places the priorities of the respective countries in historical perspective and illuminates similarities and contrasts among them. The volume contributes to the growing global discourse and the role of higher education in strengthening democracy.

 Investing in Quality: Tools for Improving Curricular Efficiency
2000

Ground-breaking publication presenting creative and practical financial models that illustrate the costs and benefits of learning-centered innovations. Provides evidence demonstrating: that financial resources are locked up in the curriculum and can be reallocated to more effectively support student learning; that campuses have many more options about how to deploy their financial resources than is usually realized; and that significant improvements to increase quality and constrain cost require new forms of collaboration on campuses.

A Diversity Research Agenda
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.

Building the Faculty We Need: Colleges and Universities Working Together
2000

This report is a call to change the ways we educate the next generation of college faculty and a guide for developing the programs that do it. The volume indicates what has been done and what has been learned from six years of experience with new faculty preparation programs - including Preparing Future Faculty (PFF).

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).

Mapping Interdisciplinary Studies: The Academy in Transition
1999

Provides an overview of current trends in disciplinary change, interdisciplinary fields, and general education and discusses why interdisciplinarity is taking hold in the academy today. Also presents talking points for dialogue on the topics of integrating curriculum, integrative process and pedagogies, assessment, faculty development, institutional change, and support strategies.

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