AAC&U’s GEMs Pathways project is working with two- and four-year schools, in partnership, to support coherent, guided-pathway general education and major programs that help to prepare students for appropriate level Signature Work and reduce barriers to transfer. Faculty and staff teams at partner institutions in three LEAP States are approaching this work through strategies such as:
This project brings together eight colleges and universities, public and private, to work on ways to address the LEAP Challenge: making Signature Work a goal for all students, and the expected standard of quality learning in college. Using the framework for liberal education described in General Education Maps and Markers: Designing Meaningful Pathways to Student Achievement, these diverse campuses will work together to remap curricular pathways and design Signature Work projects.
Quality Collaboratives (QC): Assessing and Reporting Degree Qualifications Profile Competencies in the Context of Transfer was a three-year initiating project launched in October 2011 with support from Lumina Foundation and the William and Flora Hewlett Foundation as a part of AAC&U’s ongoing Liberal Education and America’s Promise (LEAP) initiative. Through the QC project, AAC&U engaged teams of educational, assessment, and policy leaders in California, Indiana, Kentucky, Massachusetts, North Dakota, Oregon, Utah, Wisconsin, and Virginia.
As part of AAC&U's ongoing Liberal Education and America’s Promise (LEAP) initiative, AAC&U released The LEAP Challenge—calling on colleges and universities to engage students in Signature Work that will prepare them to integrate and apply their learning to a significant project with meaning to the student and to society.
VALUE (Valid Assessment of Learning in Undergraduate Education) is a campus-based assessment approach developed and lead by AAC&U as part of its Liberal Education and America’s Promise (LEAP) initiative. VALUE rubrics provide needed tools to assess students’ own authentic work, produced across students’ diverse learning pathways, fields of study and institutions, to determine whether and how well students are meeting graduation level achievement in learning outcomes that both employers and faculty consider essential.
AAC&U's Scientific Thinking and Integrative Reasoning Skills (STIRS) initiative was launched to develop tools to improve the capacity of undergraduate students to use evidence to solve problems and make decisions.
With support from the National Endowment for the Humanities, the Spencer Foundation, and the Teagle Foundation, AAC&U and the National Center for Higher Education Management Systems (NCHEMS) published in 2014 a report on earnings and long-term career paths for college graduates with different undergraduate majors.
Developing a Community College Student Roadmap is designed to help community colleges create robust and proactive programs of academic support—tied to expected learning outcomes—that engage students at entrance and teach them, from the outset, how to become active partners in their own quest for educational success.
An understanding of public health is a critical component of good citizenship and a prerequisite for taking responsibility for building healthy societies. At its best, the study of public health combines the social sciences, sciences, mathematics, humanities, and the arts. At the same time, it serves as a vehicle for the development of written and oral communication skills, critical and creative thinking, quantitative and information literacy, and teamwork and problem solving. It incorporates civic knowledge and engagement—both local and global—intercultural competence, and ethical reaso
AAC&U’s General Education Maps and Markers (GEMs) initiative is designed to develop principles through which institutions of higher education can create general education curricula that focus on core proficiencies, intentional educational pathways within and across institutions, and students’ engagement in work that allows assessment of their demonstrated accomplishments in inquiry- and problem-based learning. GEMs principles are designed so that the next generation of general education programs will strengthen and integrate students’ broad learning across the liberal arts and sciences by connecting general education to big questions in society and to students’ major fields.
The Association of American Colleges and Universities (AAC&U) is conducting a research project, funded by the TG Philanthropy Program, to examine undergraduate data from universities across the three Compass state systems (California State University System, Oregon University System, and University of Wisconsin System). The project investigates the impact of engaged learning on traditionally underrepresented populations, specifically first-generation, minority, and low-income students.
Working individually on campus and collectively in regional affinity clusters, nine teams will develop long-term plans for developing sustained and self-renewing faculty leadership for the cumulative aims and outcomes of integrative liberal learning across the curriculum.