The sources below include a small sample from a growing literature on assessment and student learning as well as links to websites that provide additionalresources and information on this topic. For a more complete listing of resources, please see Preparing Future Faculty to Assess Student Learning (2011) and the CGS PFF National Office website: www.preparing-faculty.org. Please click on the links below to access resources on:

Learning Assessment

Integrating Learning Assessment into Future Faculty Programs

Undergraduate Persistence and Retention in STEM Fields

STEM Resources

Humanities and Social Science Resources

Other Resources

Regional Accreditors of Higher Education

Teaching Centers

Learning Assessment Strategies

• Adelman, C. (2010). The White Noise of Accountability, Inside Higher Education.Link.
• Association of American Colleges and Universities (AAC&U). (2009). Assessing learning outcomes: Lessons from AAC&U's VALUE project. Peer Review, 11(1) pdf
• Association of American Colleges and Universities: VALUE: Valid Assessment of Learning in Undergraduate Education.Website.Link.
• Banta, T. (2007, Spring). Can Assessment for Accountability Complement Assessment for Improvement? Peer Review, 9(2), 9-12. pdf
• Boud, D. &Falchikov, N. (2007).Rethinking assessment in higher education: Learning for the longer term. New York: Routledge. Link.
• Carl Wieman Science Education Initiative.(2012, February).Assessments that support student learning.pdf
• Chun, M. (2002, Winter). Looking where the light is better: A review of the literature on assessing higher education quality.Peer Review, Association of American Colleges and Universities. pdf.
• Council for Aid to Education (CAE).Collegiate Learning Assessment (CLA): Returning to Learning.Retrieved from CAE website.Link.
• Council of Graduate Schools. (2011). Preparing future faculty to assess student learning. Washington, DC: Author.  Link.
• Council of Graduate Schools. (2011). Global perspectives on measuring quality: Proceedings of the 2010 strategic leaders global summit on graduate education. Kent, J., Editor. Washington, DC: Author. Link.
• Ewell, P. (2007). Assessment, Accountability, and Improvement: Revisiting the Tension. National Institute for Learning Outcomes Assessment (NILOA).pdf
• Hutchins, P. (2010). Opening doors to faculty involvement in assessment.Occasional Paper #4. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment. pdf
• National Institute for Learning Outcomes Assessment (NILOA). (2012). Examples of Good Assessment Practice: List of Institutions. Link.
• New Leadership Alliance for Student Learning and Accountability. (2012). Committing to quality: Guidelines for assessment and accountability in higher education. New Leadership Alliance for Student Learning and Accountability.pdf
• New Leadership Alliance for Student Learning and Accountability. (2008). New leadership for student learning and accountability: A statement of principles, commitments to action. American Association of Colleges and Universities and the Council for Higher Education Accreditation.pdf
• Provezis, S. (2010). Regional accreditation and student learning outcomes: Mapping the territory. Occasional Paper #6. Urbana, IL: University of Illinois andIndiana University, National Institute for Learning Outcomes Assessment. pdf
• Rhodes, T.L., Editor. (2010). Assessing outcomes and improving achievement: Tips and tools for using rubrics. Association of American Colleges and Universities (AAC&U).Link.
• Sternberg, R.J., Penn, J., Hawkins, C., & Reed, S. (2011). Assessing college student learning: Evaluating alternative models, using multiple methods.Association of American Colleges and Universities (AAC&U).Link.

Integrating Assessment into Future Faculty Training Programs

• Association of Public and Land-Grant Universities (APLU). (2011). Multi-institutional cognitive coursewares design: Solicitation for participation.Website.Link.
• Austin, A.E., Connolly, M., Colbeck, C.L. (2008).Strategies for preparing integrated faculty: The Center for the Integration of Research, Teaching, and Learning. New Directions for Teaching and Learning, 2008(113), 69-81.Link.
• Barger, S.S., Connolly, M.R., Savoy, J.N. (2010).A model of highly effective teaching-focused doctoral student professional development programs.American Educational Research Association annual meeting.Center for the Integration of Research, Teaching, and Learning (CIRTL).Link.
• Brower, A.M., Carlson-Dakes, C.G., and Barger, S.S. (2007).A learning community model of graduate student professional development for teaching excellence.Center for the Integration of Research, Teaching, and Learning (CIRTL).pdf
• Coble, C.R., DeStefano, L., Shapiro, N., & Frank, J.  (2010). The analytic framework: A taxonomy of design and innovation for STEM teacher preparation and development.Association of Public and Land-Grant Universities (APLU).pdf
• Council of Graduate Schools. (2011). Preparing future faculty to assess student learning. Author.Link.
• Gaff, J.G., Pruitt-Logan, A.S., Sims, L.B., Denecke, D., & Program Participants. (2003). Preparing Future Faculty in the Humanities and Social Sciences: A guide for change. Council of Graduate Schools and Association of American Colleges and Universities.pdf
• Pruitt-Logan, A.S., Gaff, J.G., Jentoft, J.E. & Participants in the Program. (2002). Preparing Future Faculty in the Sciences and Mathematics: A guide for change.Council of Graduate Schools and Association of American Colleges and Universities.pdf

Undergraduate Persistence and Retention in STEM

• Association of Public and Land-Grant Universities (APLU). (2011). Multi-institutional cognitive coursewares design: Solicitation for participation.Website.Link.
• Austin, A.E. (2010). Reform efforts in STEM doctoral education: Strengthening preparation for scholarly careers. Higher Education: Handbook of theory and research, 25, 91-128.Link.
• Berrett, D. (2012, June 18). 3 Colleges’ different approaches shape learning in Econ 101. The chronicle of higher education.Link.
• Brown, M.K., Hershock, C., Finelli, C.J., & O’Neal,C. 2009. Teaching for retention in science, engineering and math disciplines. Occasional Paper No. 25, Center for Research on Learning and Teaching, University of Michigan. pdf
• Chickering, A.W. and Gamson, Z.F. (1987).Seven principles for good practice in undergraduate education.Retrieved from UNC Charlotte Center for Teaching and Learning.Link.
• Committee on Underrepresented Groups and the Expansion of the Science and Engineering Workforce Pipeline; Committee on Science, Engineering, and Public Policy; Policy and Global Affairs; National Academy of Sciences, National Academy of Engineering, and Institute of Medicine. (2011). Expanding minority participation: America's science and technology talent at the crossroads. The National Academies Press, Washington, DC.Link.pdf summary
• Friedrich, K.A., Sellers, S.L., Burstyn, J.N. (2007). Thawing out the “chilly climate”: Inclusive teaching in science, technology, engineering and math.To improve the academy: resources for faculty, instructional, and organizational development, 26, 133-141.Link.
• Froyd, J. (2008). White paper on promising practices in undergraduate STEM education.The National Academies Board on Science Education commissioned paper for the Evidence on Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics (STEM) Education project. pdf
• Gunasekera, N., Friedrich, K.A. (2009). Creating inclusive science, technology, engineering, and mathematics (STEM) courses.Getting culture: Incorporating diversity across the curriculum.Link.
• Hurtado, S., Cabrera, N.L., Lin, M.H., Arellano, L. & Espinosa, L. (2009). Diversifying science: Underrepresented student experiences in structured research programs. Research in higher education, 50(2): 189-214. pdf
• Johns Hopkins University Gateway Sciences Initiative Website.Link.
• Rask, K. (2010). Attrition in STEM fields at a liberal arts college: the importance of grades and pre-collegiate preferences. Cornell Higher Education Research Institute (CHERI), working paper #132. pdf
• Sellers, S.L, Friedrich, K.A., Saleem, T., Burstyn, J.N. (2006).Case studies in inclusive teaching in science, technology, engineering and mathematics, 2nd edition.Center for the Integration of Research, Teaching, and Learning (CIRTL).Link.
• Seymour, E., and Hewitt, N.M. (1997).Talking about leaving: Why undergraduates leave the sciences. Boulder, CO: Westview Press.

STEM Resources

• Association of American Universities (AAU). (2011). Five year initiative for improving undergraduate STEM Education: Discussion Draft. pdf
• Austin, A., Baldwin, R., Clifford, M., Weaver, L. (2005).Preparing doctoral students in science, technology, engineering, and math careers as effective teachers: Emerging lessons from NSF’s Center for the Integration of Research, Teaching, and Learning (CIRTL).Symposium at the annual American Educational Research Association meeting.Center for the Integration of Research, Teaching, and Learning (CIRTL).Link.
• Austin, A.E., Campa III, H., Pfund, C., Gillian-Daniel, D.L., Mathieu, R., &Stoddart, J. (2009).Preparing STEM doctoral students for future faculty careers.Improving the climate for undergraduate teaching and learning in STEM fields: New directions for teaching and learning. 117. Center for the Integration of Research, Teaching, and Learning (CIRTL). Link.
• Baldwin, R.G. (2009). Improving the climate for undergraduate teaching and learning in STEM fields: New directions for teaching and learning.117, 83-95. Center for the Integration of Research, Teaching, and Learning (CIRTL).Link.
• Bouwma-Gearhart, J.L., Millar, S., Barger, S.S., Connolly, M.R. (2007). Doctoral and postdoctoral STEM teaching-related professional development: Effects on the early career. 2007 American Educational Research Association Annual Meeting.pdf
• Committee on Underrepresented Groups and the Expansion of the Science and Engineering Workforce Pipeline; Committee on Science, Engineering, and Public Policy; Policy and Global Affairs; National Academy of Sciences, National Academy of Engineering, and Institute of Medicine. (2011). Expanding minority participation: America's science and technology talent at the crossroads. The National Academies Press, Washington, DC.Link.pdf summary
• Connolly, M.R., J.L. Bouwma-Gearhart, M.A. Clifford. (2007). The birth of a notion: The windfalls and pitfalls of tailoring an SOTL-like concept to scientists, mathematicians, and engineers.Innovative Higher Education.32(1), 19-34. pdf
• Council of Graduate Schools. (2010). Preparing future faculty to assess student learning outcomes: A new CGS project to explore national needs and opportunities. Washington, D.C.: Author.pdf
• Hurtado, S., Cabrera, N.L., Lin, M.H., Arellano, L. & Espinosa, L. (2009). Diversifying science: Underrepresented student experiences in structured research programs. Research in higher education, 50(2): 189-214. pdf
• Pruitt-Logan, A.S., Gaff, J.G., Jentoft, J.E. & Participants in the Program. (2002). Preparing Future Faculty in the Sciences and Mathematics: A guide for change.Council of Graduate Schools and Association of American Colleges and Universities.pdf

Humanities and Social Science Resources

• Association of American Colleges and Universities: VALUE: Valid Assessment of Learning in Undergraduate Education.Website.Link.
• Council of Graduate Schools. (2010). Preparing future faculty to assess student learning outcomes: A new CGS project to explore national needs and opportunities. Washington, D.C.: Author.pdf
• Council of Independent Colleges. (2008). Evidence of learning: Applying the collegiate learning assessment to improve teaching and learning in the liberal arts college experience. Washington, DC: Council of Independent Colleges. pdf
• Gaff, J.G., Pruitt-Logan, A.S., Sims, L.B., Denecke, D., & Program Participants. (2003). Preparing Future Faculty in the Humanities and Social Sciences: A guide for change. Council of Graduate Schools and Association of American Colleges and Universities.pdf
• Heiland, D. and Rosenthal, L.J. (Editors). (2011). Literary study, measurement, and the sublime: Disciplinary assessment. New York: The Teagle Foundation. pdf
• Miller, R. (2007). Assessment in cycles of improvement: Faculty designs for essential learning outcomes. Association of American Colleges and Universities (AAC&U).Link.

Other Resources

• Carl Wieman Science Education Initiative, University of British Columbia.Resources.Link.
• Carnegie Corporation of New York.Website.Link.
• Center for the Integration of Research, Teaching, and Learning (CIRTL).Website.Link.
• Council of Graduate Schools. Preparing Future Faculty National Office. Link.
• Higher Learning Commission (HLC). Higher learning commission’s academy for assessment of student learning.Link.
• National Institute for Learning Outcomes Assessment.Website.Link.
• New Leadership Alliance for Student Learning and Accountability.Website.Link.
• Teagle Foundation Grants in Higher Education. Fresh Thinking: Graduate School Teaching in the Arts and Sciences. Link.
• Teagle Foundation “Listenings” on Teaching and Learning. Link.
• University of Massachusetts Amherst Office of Academic Planning & Assessment.Tools and Publications.Link.

Regional Accreditors of Institutions of Higher Education

• The Middle States Association of Colleges and Schools (MSACS).Link.
• New England Association of Schools and Colleges (NEASC).Link.
• The North Central Association of College and Schools (NCACS).Link.
• The Northwest Commission on Colleges and Universities (NWCCU).Link.
• The Southern Association of Colleges and Schools (SACS).Link.
• The Western Association of Schools and Colleges (WASC).Link.

Teaching Centers*

• Arizona State University: University Office of Evaluation and Educational Effectiveness. Link.
• Brown University: The Harriet W. Sheradin Center for Teaching and Learning. Link.
• Columbia University: Graduate School of Arts & Sciences Teaching Center. Link.
• Cornell University: The Center for Teaching Excellence. Link.
• Dartmouth University: Center for the Advancement of Learning. Link.
• Duke University: Center for Learning Teaching and Writing. Link.
• Duke University: Assessment. Center for Instructional Technology.Link.
• Duquesne University: Center for Teaching Excellence. Link.
• Emory University: Center for Faculty Development and Excellence. Link.
• Florida State University: Center for Teaching and Learning.Link.
• Harvard University: The Derek Bok Center for Teaching and Learning. Link.
• Howard University: Center for Excellence in Teaching, Learning and Assessment. Link.
• Indiana University, Bloomington: Center for Innovative Teaching and Learning. Link.
• Iowa State University: Center for Excellence in Learning and Teaching. Link.
• Loyola University of Chicago: Faculty Center for Ignatian Pedagogy. Link.
• Marquette University: Center for Teaching and Learning. Link.
• Massachusetts Institute of Technology: Teaching and Learning Laboratory. Link.
• Michigan State University: Teaching and Learning.Virtual University Design and Technology.Link.
• Michigan Technological University: Center for Teaching, Learning, and Faculty Development. Link.
• North Carolina State University: Fundamentals in Teaching. Link.
• Northeastern University: Center for Innovation and Excellence in Teaching and Learning. Link.
• Northwestern University: Searle Center for Teaching Excellence. Link.
• Ohio State University: University Center for the Advancement of Teaching. Link.
• Penn State University: Schreyer Institute for Teaching Excellence. Link.
• Portland State University: Assessing Teaching and Learning.Center for Academic Excellence.Link.
• Princeton University: The McGraw Center. Link.
• Stanford University: Center for Teaching and Learning. Link.
• University of Chicago: Center for Teaching and Learning. Link.
• University of Cincinnati: Center for the Enhancement of Teaching and Learning. Link.
• University of Colorado, Boulder: Faculty Teaching Excellence Program. Link.
• University of Illinois at Urbana-Champaign: Campus Programs on Teaching and Learning. Link.
• University of Iowa: Office of Graduate Teaching Excellence. Link.
• University of Iowa: Center for Teaching. Link.
• University of Kentucky: Center for the Enhancement of Learning and Teaching. Link.
• University of Michigan: Center for Research on Learning and Teaching. Link.
• University of Minnesota: Center for Teaching and Learning. Link.
• University of Nebraska, Omaha: Center for Faculty Development. Link.
• University of New Hampshire: Center for Excellence in Teaching and Learning. Link.
• University of Pennsylvania: Center for Teaching and Learning. Link.
• University of Texas, Austin: Center for Teaching and Learning. Link.
• University of Washington: Center for Instructional Development and Research. Link.
• University of Washington: Office of Educational Assessment. Link.
• University of Wisconsin, Milwaukee: Center for Instructional and Professional Development. Link.
• Vanderbilt University: Center for Teaching. Link.
• Virginia Commonwealth University: Center for Teaching Excellence. Link.
• Yale University: Graduate Teaching Center. Link.

*Note: This list is not exhaustive. It includes centers from PFF Phase 1 and Phase 2 awardee and affiliate institutions, along with other institutions that have made their centers known to CGS.  If you would like to see your institution’s teaching center represented here, please email the link to Daniel Denecke.