Publications

AAC&U publications are available for sale at http://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.

Trends and Emerging Practices in General Education
2009

This report is the second of two reports summarizing findings from a survey conducted in late 2008 and early 2009 of chief academic officers at AAC&U member institutions. Institutions that are placing a higher priority on general education today compared with five years ago are placing more emphasis on many engaged learning practices than are those whose focus on general education has not increased.

The Future of the Professoriate: Academic Freedom, Peer Review, and Shared Governance
2009

The first in a new series of occasional papers from AAC&U, The Future of the Professoriate explores the concepts of academic freedom, peer review, and shared governance in light of ongoing changes in the academy that threaten to undermine them. The authors frame a series of especially urgent and timely questions about the future of the academic profession as well as propose specific directions for reform and strategies for revitalizing the profession's social contract.

Learning and Assessment: Trends in Undergraduate Education
2009

This report is the first of two reports summarizing findings from a survey conducted in late 2008 and early 2009 of chief academic officers at AAC&U member institutions. From November 19, 2008, to February 16, 2009, Hart Research conducted an online survey among 433 Chief Academic Officers or designated representatives at AAC&U member institutions to measure the prevalence of specified learning outcomes in higher education institutions today and to document recent trends in curricular change, specifically in the areas of general education and assessment. A large majority of AAC&U member institutions (78%) say they have a common set of intended learning outcomes for all their undergraduate students, and these outcomes address a wide variety of skills and knowledge areas. The skills most widely addressed are writing, critical thinking, quantitative reasoning, and oral communication skills, and the knowledge areas most often incorporated are humanities, sciences, social...

Revising General Education--And Avoiding the Potholes: A Guide for Curricular Change
2009

Strategies for curricular change in the reform of general education are as important as the substance of the change. Fifty pitfalls and common errors in the process of reform are enumerated in this practical guide essential for general education committees. Revising General Education provides practical advice for how to advance a successful general education reform process—including tips in the areas of task force objectives and procedures, concepts of general education, program planning, proposal approval, and program implementation. Ideal for general education reform committees and faculty senate curriculum committees.

Our Students' Best Work: A Framework for Accountability Worthy of Our Mission
2008

This statement, framed and approved by the AAC&U Board of Directors, updates an earlier 2004 statement and is designed to help campuses respond to calls for greater accountability in ways that strengthen as well as document the quality of student learning in college. The statement calls for a focus on a broad set of learning outcomes essential for global citizenship and success in today’s volatile and competitive workplace. It makes ten recommendations to guide new accountability frameworks and presents data about what employers say about assessment and accountability.

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 A Measure of Equity: Women's Progress in Higher Education
2008

By: Judy Touchton, with Caryn McTighe Musil and Kathryn Peltier Campbell

A Measure of Equity: Women’s Progress in Higher Education presents the only current comprehensive overview of data on women’s status in higher education. It documents areas of progress and identifies needed action to move even further down the path towards equity for women in higher education. This publication details specific areas of concern and actions that would advance gender equity in colleges and universities. The research examines women’s access to college, areas of study in undergraduate and post-graduate work, and women’s status as faculty, administrators, and college presidents.

What Will I Learn in College?
2008

This publication is a short guide to college learning designed specifically for the college-bound high school student. It presents, in a concise and compelling way, a picture of college learning that will help students understand what will be expected of them and guides them to seek out high school experiences. The guide also features Advice from Campus - candid recommendations from college students about how to get ready for college success....

More Reasons for Hope: Diversity Matters in Higher Education
2008

Honoring the late Edgar Beckham and his profound influence on higher education, More Reasons for Hope examines the trends in diversity education since an earlier AAC&U monograph published a decade ago called Reasons for Hope. The monograph features a major address by Edgar Beckham that identifies intellectual, structural, and political challenges that need to be addressed in the next generation of diversity work. It charts progress and setbacks and includes more than thirty current exemplary campus diversity programs, policies, and practices from across the country.

High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter
2008

This publication defines a set of educational practices that research has demonstrated have a significant impact on student success. Author George D. Kuh presents data from the National Survey of Student Engagement about these practices and explains why they benefit all students, but also seem to benefit underserved students even more than their more advantaged peers. The report also presents data that show definitively that underserved students are the least likely students, on average, to have access to these practices.

 Creating the Entrepreneurial University to Support Liberal Education
2008

In Creating the Entrepreneurial University to Support Liberal Education, Samuel M. Hines Jr. makes the case for liberal education as a necessary foundation for the entrepreneurial culture and leadership he believes will be required to sustain the financial and intellectual integrity of the twenty-first-century university. In addition to fostering entrepreneurial skills and values in their students, Hines argues, faculty and other campus leaders also need to become more entrepreneurial themselves. Responses from Daniel Bernstine, Anthony Carnevale, Eric Gould, and Elizabeth Minnich are included.

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