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.
The Civic Working Group gathered a list of major instruments for assessing civic learning, and then invited practitioners to provide feedback to help create a detailed map of the state of civic learning assessment. AAC&U and American Association of State Colleges and Universities (AASCU) collaborated on the creation of an inventory of valid instruments to aid campuses seeking to assess student civic learning and engagement as part of their institutional or programmatic outcomes. Through funding from the Lumina Foundation, the two associations collaborated to assemble a national task force of experts on civic learning and engagement.
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.
Eportfolios, digital repositories of student work, have been transforming students' educational experiences for two decades. The Association of American Colleges and Universities has long advocated eportfolio adoption throughout higher education. As AAC&U’s LEAP initiative has gained prominence, the necessity for all students to have the opportunity to engage with high quality learning in all of the Essential Learning Outcomes (ELOs) has become clear.
This LEAP project is designed to further existing knowledge about the relationship between high-impact practices and underserved student success. Funded by TG Philanthropy and part of AAC&U’s Making Excellence Inclusive and The LEAP Challenge initiatives, this campus-based research project provided insights into the effects of problem-centered curricular designs, particularly integrative learning in general education programs, and transparent teaching practices on underserved students’ learning and success.
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.