Quality and accountability in US higher education depend on thoughtful assessments of undergraduate student learning. Faculty are expected to use assessment methods that enhance teaching and learning, yet few graduate students receive formal preparation in this area. With funding from the Teagle Foundation, CGS developed a project to explore the potential of Preparing Future Faculty (PFF) and similar programs to fill this gap. This report provides data and insights gleaned from assessment experts, graduate deans, and graduate students about opportunities to integrate preparation in learning assessment into professional development programs for graduate students.
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As the national advocate for graduate education, CGS serves as a resource for policymakers and others on issues concerning graduate education, research, and scholarship. Based in Washington, DC, the organization provides its members with regular updates and analyses of legislative and regulatory proposals and policies that affect graduate education.
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