Purposeful Pathways: Faculty Planning for Curricular Coherence, funded by the Teagle Foundation, is a part of AAC&U’s Liberal Education and America’s Promise family of projects. It will support faculty members at four institutions as they engage in a six-month planning period to lay the foundation for ambitious faculty-led curricular changes leading to greater intentionality in students’ curricular pathways.
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.
Advancing Roadmaps for Community College Leadership to Improve Student Learning and Success will disseminate and advance the knowledge and insights from AAC&U’s continuing work with nineteen community colleges participating in the LEAP Developing a Community College Student Roadmap Project. Led by a set of experienced community college leaders, Roadmap schools have applied AAC&U’s LEAP practices and principles to bear on efforts to advance community college student learning and engagement.
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.
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.