Grants in Higher Education



February 2016
Social Science Research Council
Dissemination Plan for the Measuring College Learning Project


$50,000 to support the dissemination plan of the Measuring College Learning project on discipline-based assessment.

February 2014
Association of Governing Boards of Universities and Colleges
Improving Board Oversight of Educational Quality: New Dissemination Strategies
Project Leaders: Peter Eckel & Merrill Schwartz


$50,000 over 12 months to the Association of Governing Boards of Universities and Colleges to support development of materials and a training session for consultants in the area of board oversight of educational quality and to support free webinars that will be made available in an on-line resource for higher education governance.

May 2013
Council for Higher Education Accreditation
Continuing the Commitment: Academic Quality in Higher Education
Project Leaders: Judith Eaton


$50,000 over 6 months to the Council for Higher Education Accreditation to continue the New Leadership Alliance’s work to disseminate the publications, Committing to Quality and Assuring Quality. Committing to Quality provides guidelines for assessment and accountability in colleges and universities, and Assuring Quality is an institutional self-assessment tool of good practice in student learning assessment.

Social Science Research Council
Measuring College Quality: Phase I, Humanities Component
Project Leaders: Richard Arum & Josipa Roksa


$150,000 over 24 months to the Social Science Research Council to build on the prior Carnegie, Lumina, Ford, and Teagle-funded Academically Adrift project. It aims to develop an assessment tool that captures faculty goals for undergraduate learning in one-humanities-based field of study (part of Phase I of a multi-layered project). The tool will be created over two years by convening a panel of faculty and representatives from the field’s main professional association. Using a consensus-driven framework, the panelists will discuss learning goals for their field of study’s introductory course, as well as the major as a whole. In addition to drafting a white paper detailing their goals for undergraduate learning, the panel will work in close collaboration with the SSRC project management team, and a professional educational testing firm to create a comprehensive assessment tool for the field of study.

November 2011
Association of Governing Boards
Improving Board Oversight of Student Learning
Project Leaders: Susan Whealler Johnston and Ellen-Earle Chaffee


$200,000 over 24 months to develop and implement plans for more effectively engaging college and university boards in overseeing educational quality and student learning. AGB will develop a coordinated series of activities to help boards achieve this end, working with teams at 10 colleges and universities to pursue campus-based projects and then developing resources that can be used by a wide range of institutions.

New Leadership Alliance for Student Learning and Accountability
New Directions for the Leadership Alliance for Student Learning and Accountability
Project Leaders: David Paris


$50,000 over 12 months to further advance the Alliance's current priorities to promote the adoption of professional norms for gathering and using evidence to improve student learning, and also to develop plans to sustain its work.

National Institute for Learning Outcomes Assessment
Assessing Student Accomplishment: Driving Demand and Creating Capacity for Evidence-Based Action
Project Leaders: George Kuh and Stan Ikenberry


$150,000 over 30 months to further advance the work of NILOA. These plans include working to develop institutions' capacity to collect evidence of student learning; monitoring institutions' progress in this area; advocating for evidence-based efforts to improve student learning; and participating in key discussions of policy and accreditation reform.

February 2011
University of Southern California, Loyola Marymount University-Los Angeles (LMU), and Whittier College
Expanding Transfer Pathways into Private Postsecondary Institutions for Underrepresented Community College Students: A Pilot Study
Project Leaders: Alicia Dowd (USC) and Estela Bensimon (USC)


$250,000 over 24 months to develop and test a model that seeks to monitor, assess, and improve the transfer process of students from public community colleges to private liberal arts colleges. The Center for Urban Education (CUE) at the University of Southern California will work with campus leaders, faculty, and staff at LMU and Whittier to (1) establish and identify gaps in educational outcomes, (2) explore each college's instructional and academic support practices to better understand how they affect student success, and (3) combine the findings from these activities with data analysis to expand knowledge, skills, and practices that are essential for recruiting and retaining transfer students. CUE , LMU, and Whittier will use this process to identify and develop two or three interventions that will lead to an increase in student retention and completion rates.

May 2010
Council for Aid to Education
Faculty Scholars / Critical Think Tank
Project Leaders: Marc Chun


$99,760 over 18 months to recruit and train an initial cadre of faculty scholars to be experts on the use of "performance tasks" as a way to connect teaching, learning, and assessment with respect to the development of students' critical thinking and other higher order thinking skills. The faculty scholars will comprise the "Critical Thinking Tank" and will serve as trainers for the CLA Performance Task Academies, as well as form consulting teams to colleges and universities that seek to improve student learning.

Social Science Research Council
Communication Plan for Academically Adrift: Limited Learning on College Campuses
Project Leaders: Richard Arum (SSRC and New York University) and Josipa Roksa (University of Virginia)


$25,393 over 13 months to develop and implement a communication and dissemination plan for Academically Adrift: Limited Learning on College Campuses, which documents and analyzes the results of the CLA Longitudinal Project. (The Foundation provided earlier grant support for this research project.)

Wabash College (Center of Inquiry in the Liberal Arts)
The Teagle Assessment Scholar Development Program | Program website
Project Leaders: Charles Blaich


$299,632 over 36 months to enhance the process by which new Teagle Assessment Scholars are identified and to strengthen the training of the Scholars. The Teagle Assessment Scholars program was initially supported with a 2006 grant from the Foundation.

November 2009
Sarah Lawrence College
Sarah Lawrence Individual Direct Evaluation
Project Leaders: Project Leader: Jerrilyn Dodds


$25,000 over 12 months to develop instruments and a protocol for the direct assessment of student learning outcomes at Sarah Lawrence College.

February 2009
Northwestern University
Supplemental Funds for A Longitudinal Study of Critical Thinking and Postformal Reasoning: Assessing Undergraduate Outcomes Within Disciplinary Contexts |
Project Leaders: Rachelle Brooks


$165,766 over 52 months to expand the scope of this previously funded project to collect a more robust data set, and create and support a large consortium of leading institutions committed to engaging faculty in the assessment of liberal education outcomes within their disciplines.

November 2008
Hamilton College
Creating the Alliance for New Leadership for Student Learning and Accountability (planning grant)
Project Leaders: David Paris


$84,000 over 6 months to create a national alliance of higher education leaders that will coordinate, communicate, and advance assessment for the improvement of student learning.

Social Science Research Council
The Patterns and Consequences of Variation in Cognitive Growth in Higher Education as Measured by the Collegiate Learning Assessment | Project Website
Project Leaders: Richard Arum


$150,000 over 36 months to investigate how factors of disadvantage—socioeconomic background, race and ethnicity, high school attended, and language spoken at home—affect the way students learn through four years of college and beyond, as measured by the Collegiate Learning Assessment.

The University of Illinois at Urbana-Champaign and Indiana University
Making Learning Outcomes Usable and Transparent: Mapping the Territory, Documenting the Journey | Project website
Project Leaders: Stanley Ikenberry (University of Illinois) and George Kuh (Indiana University)


$150,000 over 36 months to create a national coalition for learning outcomes assessment that will compile and continuously update a comprehensive inventory of practices about how colleges and universities collect, report, and use institution- and student-level measures to improve learning and performance.

Augustana College, Allegheny College, College of Wooster, and Washington College
The Senior Capstone: Tranformative Experiences in the Liberal Arts | Project website
Project Leaders: Timothy Schermer


$284,960 over 42 months to study the practices and measure selected outcomes of capstone programs at three liberal arts colleges. This project was developed with a planning grant from the Teagle Foundation.

May 2008
Lawrence University, College of Wooster, and Williams College
Researching assessment methods in tutorial education
Project Leaders: Robert Beck and William Skinner


$94,700 over 24 months to develop and test a method for the formative and summative assessment of tutorial education in a consortium of three liberal arts colleges.

Click here for Co-PI Robert Beck's essay, "The Independent Thinker: Assessing Student Outcomes in Tutorial Education."

February 2008
The College of Wooster, Allegheny College, Augustana College, and Washington College
Capstone Research Experiences in the Liberal Arts: An Assessment of Student Learning Outcomes (Planning Grant)
Project Leaders: Simon Gray


$15,000 over 7 months. Prompted by the growing belief in American higher education that undergraduate research (UR) is an especially rewarding form of learning, along with the sense that assessment studies of such programs tend to be discipline-specific (e.g. natural and life sciences, mathematics, engineering) and limited to programs that involve only a small number of undergraduates, these four liberal arts colleges (all of which already do, or will soon require a UR capstone project of all its seniors) will begin to plan a rigorous assessment of the value of UR experiences for all students. Aiming to get beyond the anecdotal evidence they currently have, the colleges' intent for this grant is to design a multi-year research project on the impact of UR on student learning, driven by three central questions:
  1. What value does the capstone UR experience add to a liberal arts degree?
  2. What kinds of programs yield the greatest gains for students?
  3. How do these gains relate to the broadly defined objectives of a liberal arts education?
The planning group will consist of three people from each college (chief academic officer, an administrator responsible for assessment and/or institutional research, and a faculty representative), along with one or two consultants. The project PI will develop for the group a reading list focusing on UR, faculty mentoring, life-long learning, and liberal arts education, while each institution will create an inventory checklist that includes components, characteristics, and resources related to the capstone research program on their campus. The group will meet in summer 2008 for a three-day workshop to review inventory findings, focus the research questions, identify research goals, discuss and specify a set of outcomes, and determine a methodology for the project.

The Council of Independent Colleges
Supplemental Funds to Extend the Work of the CIC-Collegiate Learning Assessment Consortium
Project Leaders: Rich Ekman


 $120,000 over 34 months. A February 2007 Teagle Foundation grant, supported a three-year extension of the work of the CIC-Collegiate Learning Assessment Consortium to 35 institutions. A request for proposals from CIC to colleges interested in participating in the consortium drew an overwhelming response: 27 of the original 33 members, along with 38 new institutions submitted proposals. All proposals met the criteria for participation, offering credible plans for administering the CLA instrument and using the results to improve student learning. These supplemental funds will allow CIC to offer an additional 12 institutions a place in the consortium, thus bringing the total number to 47.

Wabash College (The Center of Inquiry in the Liberal Arts)
Using the Wabash National Study to Promote Assessment and Improvements in Student Learning
Project Leaders: Charles Blaich


$394,500 over 63 months. The Center of Inquiry in the Liberal Arts (CILA) at Wabash College administers a major longitudinal research study—the Wabash National Study of Liberal Arts Education—to "investigate critical factors that affect the outcomes of liberal arts education" and to "help colleges and universities improve student learning and enhance the educational impact of their programs" (CILA website). Twenty-six institutions have to date been involved in the study which has produced high-quality data for their campuses. Simply having such data, however, does not automatically lead to educational change; often, campuses are unable to move from gathering evidence to gathering and usingevidence to make changes that improve student learning.

CILA proposes to address this issue by creating a national model for how institutions participating in the Study can (1) gather evidence; (2) use that evidence to make changes; and (3) assess the impact of those changes. Participating campuses will be asked to:
  • Review the outcomes measured by the Study and indicate those in which they would like to improve;
  • Commit to administering the Study and some supplementary materials, to attending meetings and activities that would bring together study participants, and to two site visits by CILA staff and Teagle Assessment Scholars over the life of the project;
  • Commit to a total of $10,000 in the third and fourth year of the project to follow up on findings from the Study, with faculty development of some other process that is aimed at increasing the frequency of effective teaching practices and conditions.
At the conclusion of the project, CILA staff and Teagle Assessment Scholars will review and evaluate the institutional change programs in light of the data to determine which programs succeeded and which did not, and what qualities predicted these paths. CILA aims to sustain the model for working with institutions beyond the grant period, and will develop the infrastructure to be able to add 15 institutions to the Study every two years.

November 2007
Northwestern University
A Longitudinal Study of Critical Thinking and Postformal Reasoning: Assessing Undergraduate Outcomes Within Disciplinary Contexts | Project website
Project Leaders: Project Leader: Rachelle Brooks


$215,899 over 41 months. Under the auspices of a 2005 Teagle grant, Rachelle Brooks of Northwestern and an advisory board of five faculty in classics developed and pilot-tested a discipline-specific assessment instrument that evaluated the critical thinking abilities—rather than the content-based, discipline-specific knowledge—in classics majors. That pilot study demonstrated the feasibility of measuring cognitive outcomes from a disciplinary perspective, and laid the groundwork for this larger-scale study. Using a three-year longitudinal research design, this study will examine the development of two undergraduate student outcomes—critical thinking (using information to find solutions to puzzles or problems with verifiable correct answers) and postformal reasoning (making judgments about ill-structured problems that have no right or wrong answers)—within the disciplinary frameworks of classics and political science. More specific aims of the study include:
  • Identifying the extent to which critical thinking is better demonstrated and measured with instruments that attend to disciplinary content than with those that are "interdisciplinary" and designed to be administered to all undergraduates, irrespective of their major field of study.

  • Examining the extent to which knowledge and skills developed within the major can be "transferred" to other contexts.

  • Investigating the relationship between the development of critical thinking and postformal reasoning during the college years.

The principal investigator will work with two faculty advisory boards—one for classics and the other for political science—to:
  • Develop an assessment instrument consisting of two essay questions formulated by the classics and political science faculty advisory boards to evaluate critical thinking, and the Reasoning with Current Issues tool to assess postformal reasoning. The assessment instrument will also gather data on student demographics (e.g. age, gender, ethnicity) and academic performance (e.g. high school GPA, college GPA, SAT/ACT scores), as well as information on student opinion on campus activities and student views on college experiences.

  • Administer the instrument to 1,500 students in either an introductory classics or general humanities course, and in an introductory political science course in fall 2008. Those students will be sought out for re-testing in fall 2010, with the goal being to identify at least 100 classics majors and 100 political science majors among them.

  • Three liberal arts colleges (Hamilton, Rhodes, and Skidmore Colleges) and one research university (University of Pennsylvania) have agreed to serve as administration sites for the study.

Appalachian College Association
Focusing on Math and Quantitative Literacy at ACA Colleges
Project Leaders: Paul Chewning


$300,000 over 24 months. With a 2007 Teagle Foundation planning grant , the Appalachian College Association (ACA) worked with four member colleges to design individualized, campus-based programs that strengthen student learning in mathematics and quantitative literacy. Three of those institutions—Berea College (KY), Bethany College (WV), and Emory & Henry College (VA)—are now prepared to implement their respective programs, and have committed to sustaining their programs after the grant period is over. In addition, the Colleges will share course syllabi, as well as the results of standardized tests (e.g. ACT, COMPASS and CAAP) that they are all using in order to assess student performance at specific points in their college careers. The ACA will provide fiscal and administrative oversight for the grant; assess the work of each college's program as it develops; work with ACT staff to review and understand data from the tests administered; and disseminate results from the three colleges to its 34 other member institutions.

Association of American Colleges & Universities
Planning Grant to Develop a Summer Institute for Assessment of Student Learning at the Departmental Level
Project Leaders: Carol Geary Schneider


$100,000 over 12 months. The Association of American Colleges & Universities (AAC&U) will embark on a year-long planning process to develop a summer institute for department chairs and faculty, focusing on the development of leadership within and across departments for strengthening and assessing students' liberal learning. More specifically, AAC&U sees the institute as an opportunity to work with faculty and campus leaders to develop ways of assessing the extent to which the work of individual departments / disciplines contributes to students' achievement of the broad goals of liberal education (e.g. critical thinking, writing, analytical reasoning, civic engagement, and intercultural learning). Through this work, AAC&U seeks to create a body of knowledge about the current and ongoing needs of departments in responding to new pressures for student learning and accountability.

The project will proceed in four stages:
  • AAC&U will convene four regional meetings of 20-25 people each, drawn from both private colleges and public universities, to identify what departments can do and where they might benefit from external support to forward student learning, assessment, and accreditation on their campuses.

  • AAC&U will gather regional and professional accreditors for a meeting to discuss current expectations regarding student learning outcomes and assessment evidence for campuses and departments. (This piece of the work will not be funded by the Teagle Foundation but will ultimately feed into this grant.)

  • AAC&U will run a national design charette to present a draft curriculum for the intended summer institute. The charette will effectively be a streamlined pilot institute whose members will provide focused critique of the content and approach, prior to the formal launch of the institute.

  • Lastly, AAC&U will formalize the charette into a summer institute, piloting it in summer 2009. They will also publish print and/or electronic materials for wider dissemination, as well as a "working paper" and an issue of Peer Review on the work of the project.

Council for Aid to Education
CLA in the Classroom
Project Leaders: Mark Chun


$80,000 over 6 months. Developed by the Council for Aid to Education (CAE), the Collegiate Learning Assessment (CLA) measures the value added by a given institution to their students' competence in higher order skills of critical thinking, analytical reasoning, problem solving, and written communication. That the CLA's primary unit of analysis is the institution, and that the test provides holistic scores based on an intertwined range of learning outcomes noted above, has made it challenging to use test results to improve teaching and learning in individual classrooms. CAE seeks to address this issue through their new initiative, CLA in the Classroom. This program will give faculty an opportunity to use selected components of the CLA in their classrooms with the goal of strengthening student work in the areas measured by the test. They will be provided with guidelines for administering and scoring the CLA component, as well as guidelines for analyzing the results in ways that illuminate why students performed the way they did, how to think about the CLA in light of other student assignments, and how to lead a discussion about learning these kinds of skills.

The Foundation will support a portion of the development of CLA in the Classroom, including:
  • Field testing at 5-7 institutions which will be selected to maximize the variation of classroom settings. Institution type, class size, student population, and academic discipline will factor into their selection;
  • Focus groups with students and faculty to see what they got out of the experience. Administrators will also be consulted to learn how CLA in the Classroom might be taken to scale on their campus, how CLA in the Classroom can be used to complement institutional use of CLA, and what research studies can be done using institutional results of CLA. Lastly, CLA staff will work with faculty to explore what it would take to develop their own performance tasks for their classrooms;
  • Publicity of the program;
  • Workshops for individual faculty to show them how to use CLA in the Classroom materials.

Duke University


$246,960 over 54 months. Under the leadership of Robert J. Thompson (principal investigator), and with the support of the Spencer and Teagle Foundations, Duke University will embark on a collaborative research project aimed at fostering a culture of experimentation and evidence for undergraduate education at research universities. That iterative approaches to curricular and pedagogical efforts to enhance student learning and engagement become the standard practice for departments and programs responsible for undergraduate education in the humanities and social sciences is a primary outcome. A second goal of the project is to incorporate what is known about cognitive development, the process of learning, and effective teaching and learning practices into well-designed initiatives with measurable and replicable results. Promoting a spread of effect for this work within and across institutions will also be key.

Schools will be drawn from the American members of the Association of American Universities and will be selected to participate through a competitive RFP. Each participating institution will be granted up to $100,000 to undertake one or two campus-based projects over three years that evaluate and experiment with various pedagogical approaches focused on the development of two core intellectual skills: writing and critical thinking / analytical reasoning. The campus projects will employ a basic A-B-C design for a specific, well-defined experiment. (The A condition is the first step in which the experiment is undertaken and the learning outcome assessed. The B condition is the second step in which modifications of the A condition are made and the learning outcome is again evaluated. The C condition is a modification of the B initiative based on the evaluation of the B condition.)

Leaders of the campus projects will convene once a year to share results and experiences, and potentially to establish working groups or clusters of faculty across institutions around each core intellectual skill.

The knowledge generated from this project will be disseminated in two ways. First, leaders of campus projects will be expected to publish their findings in appropriate journals and to present their work at national and regional professional meetings. Second, the principal investigator will write a book that synthesizes the findings of the entire project and addresses the implications for higher education's commitment to liberal education at the undergraduate level. At the heart of the book will be a discussion about the evidence for effective practices in the development of writing and critical thinking / analytical reasoning abilities.

Project Website

(The grant awards listed below represent Teagle's commitment; the Spencer Foundation will match these amounts.)

Carnegie Mellon University
Using argument diagramming in freshman writing courses.
Project Leader: Maralee Harrell
$25,200 over 36 months.

Duke University
Enhancing writing and critical thinking.
Project Leader: Robert J. Thompson
$40,000 over 36 months.

Georgetown University
Threshold of writing project.
Project Leader: Randy Bass
$25,000 over 36 months.

Indiana University
The history learning project: Decoding critical thinking and writing.
Project Leader: Leah Shopkow | Project Website
$40,000 over 36 months.

Pennsylvania State University
Excellence in communication certificate: Integrating ethics into teaching of environmental science, economics, and policy.
Project Leader: Donald Brown
$25,000 over 36 months.

The University of California at Berkeley
An active learning model for enhancing writing in sociology ; Improving critical thinking through methodological training in an interdisciplinary context.
Project Leader: Christina Maslach
$45,000 over 36 months.

The University of California at Davis
Improvement of writing as an intellectual skills ; Critical thinking and visual imagery.
Project Leader: Christopher Thaiss
$45,000 over 36 months.

The University of Illinois at Urbana-Champaign
Enhancing traditional and innovative approaches to advanced composition in academic disciplines.
Project Leader: Peter Mortensen
$40,000 over 36 months.

The University of Kansas at Lawrence
Enhancing research and writing skills through instructional design teams.
Project Leader: Dan Bernstein
$40,000 over 36 months.

The University of Michigan at Ann Arbor
The impact of metacognitive strategies within writing in the disciplines: Experiments to improve writing and critical thinking.
Project Leader: Naomi Silver
$45,000 over 36 months.

The University of Nebraska at Lincoln
Piloting a general education writing assessment system.
Project Leader: David Wilson
$25,000 over 36 months.

The University of North Carolina at Chapel Hill
Investigating synergies between research and writing: CI-GFC courses at UNC-Chapel Hill.
Project Leader: Bobbi Owen
$40,000 over 36 months.

University of Southern California
Technology at the service of writing and critical thinking.
Project Leader: Richard Fliegel
$25,000 over 36 months.

Vanderbilt University
Double Majors and Creativity: Influences, Interactions, and Impacts
Project Leaders: Steven Tepper and Richard Pitt


$194,724 over 36 months. Building on the work completed with a 2006 Teagle grant which focused on the question of assessing the "creative campus" (a vision of college campuses as creative environments that encourage collaboration, interdisciplinary exchange, risk-taking, and cultural vibrancy), this project will explore the relationship between creativity on campus and higher education's increasing interest in interdisciplinarity, especially as it is manifested in double majoring. Guiding this study is this overarching concern: "With respect to creativity and a liberal education, what is the value added of graduating with two majors?" The principal investigators of this project, sociologists Steven J. Tepper and Richard Pitt of Vanderbilt, contend that very little work has been done in recent years on the rising trend of double majors, and especially on its benefits and drawbacks. They will explore the choice and impact of different curricular pathways—with an emphasis on the differences among a variety of possible college major combinations—among undergraduate students at four comprehensive institutions and six liberal arts colleges.

A web-based survey will be used as the principal tool for gathering information from approximately 700 undergraduate students. The survey will capture data on student demographics, academic choices, and an understanding of their creativity and innovation. It will be administrated to a stratified random sample of students, including those with a single major, those who are double majoring in two "non-creative" fields, and those who are double majoring in one "non-creative field" and one "creative" field. (A "creative" major is one that possesses a critical mass of creative attributes from a total group of fourteen.)

Data analysis will proceed in the following ways:
  • Examine information about majors in conjunction with self-reported transcript data to determine if different profiles are correlated with academic success, breadth of curricular choices, and depth of "professionalization" in courses.
  • Document what types of students major in what types of fields and to what effect. Controlling for certain background characteristics (like family background, dispositions and interests), the study will seek to identify detectable differences in the college experience for those students who stretch themselves across different domains of knowledge.
  • Study the effect of double majoring at a liberal arts college in relation to the effect of double majoring at a comprehensive institution.
  • Relate data on majors to the survey data on creativity to "determine correlations between the combinations of majors and students' innovativeness both in and out of the classroom."

The investigators will follow up data analysis with group interviews, or small structured discussions. Project outcomes will be presented at meetings and conferences, published in journals of sociology and education, and presented in a white paper written for the foundation.

May 2007
Belmont University and Wagner College
Learning By Doing: Assessing the Relationship between Liberal Learning and Experiential Education at two Liberal Arts Comprehensive Institutions
Project Leaders: Jeffrey Coker


$25,000 over 12 months. Belmont University and Wagner College seek to assess liberal education outcomes that are achieved through the experiential education requirements embedded in each institution's general education core. The collaborative defines experiential education as education in settings outside the classroom that are integral to achieving course learning goals. Examples include field observation and field studies, community-based research, service learning, practica and internships, and public presentations of research projects. The institutions posit that experiential learning is a point at which critical thinking, communication skills, ethical reflection, and subject area knowledge can take deep root in students' habits of thinking and action because it facilitates connections among subject, social context, and ethical reflection. With some common assessment measures already in place, the collaborative seeks to enrich their assessment strategy in this area. They will establish criteria for assessing the value added by experiential learning in their general education programs; explore ways in which the nationally recognized assessment instruments that they already use in other contexts-the National Survey of Student Assessment (NSSE), the Collegiate Learning Assessment (CLA), and others-might be of use for assessing experiential education; identify direct and indirect measures that provide evidence of student learning which can be widely used on each campus; share data; and discuss best practices. Both institutions will meet and present the project for discussion at the Association of New American Colleges (ANAC) Summer Institute in June 2008.

Council for Aid to Education
Research University Consortium
Project Leaders: Roger Benjamin


$20,000 over 1 month. With support from the Lumina and Teagle Foundations, the Council for Aid to Education will convene the 40 institutions using the Collegiate Learning Assessment (CLA) under the auspices of a Lumina-sponsored longitudinal study of student learning and some others for a meeting that has as its goal the creation of a Research University Consortium to promote inter-institutional conversation about learning outcomes. Bringing together these research universities using CLA is an important step in further development of the instrument, especially as most of them are members of critical constituencies such as Association of American Universities or the National Association of State Universities and Land Grant Colleges. With two years of data collected, the meeting will allow the universities to develop an inventory of best practice responses to CLA results on their campuses and to undertake a series of joint practical research topics such as:
  • The correlation of student learning pedagogies with CLA performance.

  • The correlation of CLA with measures of success after graduation.

  • A comparison of online instruction with on-site instruction using CLA measures.

  • How to assist faculty in developing CLA-like measures.

  • Publishing a handbook of best practice ideas for responses to CLA.

Case Western Reserve University and John Carroll University
Effective Approaches to Refining Skills in Oral Communication
Project Leaders: Peter Whiting


$25,000 over 12 months. Building on shared traditions of rigorous assessment, and using common assessment tools that will allow direct comparison of student experiences and outcomes, Case Western Reserve University and John Carroll University will form a ten-member working group to assess students' oral communication skills and their programs'—Case's Seminar Approach to General Education and Scholarship (SAGES) and John Carroll's first year seminars and course on oral communication—success in enhancing student learning and engagement. Two external experts in the field of oral communication instruction will serve as project advisers. The group will inventory what has been done so far on their campuses to assess oral communication. They will compare more general student learning outcomes through a study of data already gathered from the National Survey of Student Engagement (NSSE) and the Cooperative Institutional Research Program (CIRP). With that preparatory work done, the collaborative will then seek to develop a long-range, comprehensive assessment plan for oral communication on their campuses.

College of the Holy Cross, Assumption College, and Saint Anselm College
Assessing Students' Moral and Spiritual Growth in Liberal Arts Colleges
Project Leaders: Timothy Austin


$22,895 over 12 months. Three Catholic colleges—College of the Holy Cross, Assumption College, and Saint Anselm College—will partner to assess how effectively their undergraduate students acquire and refine certain moral, ethical, civic, and/or spiritual values that lie at the heart of their institutional missions. More specifically, they will assess the extent to which they are successful in providing opportunities—especially academic ones—that encourage the development of these values in their students. A six-member steering committee will lead the project and will involve those individuals and committees on each campus who are responsible for ongoing assessment activities. They will examine key written documents in which these moral and spiritual goals are outlined, and the role played by campus culture in articulating them. Each campus, and then the group as a whole, will identify relevant curricular and co-curricular activities and support students' acquisition or refinement of these goals. They will examine and inventory relevant assessment data collected from instruments used by all three campuses such as the National Survey of Student Engagement (NSSE), as well as consider adaptations of such instruments. Based on what this research indicates, the collaborative will develop a program to assess students' moral and spiritual development that can be adopted by other liberal arts colleges.

Fairfield University, Fordham University, and Georgetown University
Assessment of the Jesuit Humanitarian Action Network (JUHAN)
Project Leaders: Richard Ryscavage


$24,858 over 12 months. A Jesuit education seeks to develop students to become "men and women for others" by fostering the development of higher-order analytic skills and social responsibility, and emphasizing the importance of teaching and learning in a real-world context. The Jesuit Humanitarian Action Network (JUHAN) was created to help Jesuit liberal arts colleges further these goals, and in particular, to develop a "signature" reputation for preparing students intellectually, morally, and experientially to respond to communities in need. For their planning year, Fairfield, Fordham, and Georgetown Universities—all members of JUHAN—will design an assessment methodology for the network which they can model and then see replicated by the other member campuses. The primary components of the work include:
  • Developing a leadership team at each campus consisting of 10 students, 2 faculty, and 2 student affairs administrative staff;

  • Hosting events and speakers on campus;

  • Offering courses related to humanitarian issues and action during the spring 2008 semester;

  • Convening a 3-day National Humanitarian Action Conference in June 2008.

Direct assessment will focus on student papers and projects completed in the courses, while indirect assessments will draw on data from national survey instruments such as the National Survey of Student Engagement (NSSE), Cooperative Institutional Research Program (CIRP), and the College Senior Survey (CSS). The collaborative will consider creating a more targeted survey instruments or perhaps an addendum to the national surveys that will allow them to focus more specifically on the impact of JUHAN on students.

Goucher College, McDaniel College, and Washington College
Assessing the Benefits of Multicultural Efforts
Project Leaders: Janet Shope


$25,000 over 12 months. Building on past cooperative efforts to create diverse communities and multicultural programming, Goucher, McDaniel, and Washington Colleges will design a quantitative and qualitative tool that assesses the efficacy of multicultural efforts. The campuses each articulate this goal, in some form, in their mission statement, strategic plan, or general education requirement. Led by a facilitator, faculty members, assessment officers, student life administrators and students will meet to learn more about the assessment of multicultural endeavors and discuss how to measure effectiveness in this area. Based on the information gained through these two efforts, they will create an assessment process involving a formative and summative portfolio informed by qualitative and quantitative responses; a longitudinal study that examines student outcomes over time; and the addition of specific questions to the National Survey of Student Engagement (NSSE)—which all three institutions use—to gain some common data. Each campus will also conduct activities appropriate for their communities, for example, study circles, workshops, brown-bag lunches, and lecture-discussions. Through this work, the collaborative hopes to shed new light on the design and implementation of assessment strategies for multiculturalism at the partner colleges and at liberal arts colleges more generally.

Haverford College, Bryn Mawr College, and Swarthmore College
Developing Collaborations to Assess and Improve Community-Based Learning within the Tri-College Consortium
Project Leaders: Kaye Edwards


$25,000 over 12 months. These three colleges propose to refine and develop tools to evaluate community-based learning at each campus: community partnerships developed through Bryn Mawr's Civic Engagement Office; the summer internship program of the Center for Peace and Global Citizenship at Haverford; and academic courses designed in collaboration with Swarthmore's Lang Center. A survey of pre-existing assessment instruments-Collegiate Learning Assessment (CLA), National Survey of Student Engagement (NSSE), Reasoning about Current Issues (RCI), and College Senior Survey (CSS)-will form the basis for further work. Project leaders will also identify additional assessment tools already in use on each campus. Faculty members, institutional research officers, and staff will undertake meetings, discussions, and research opportunities to identify areas of cross-campus evaluation, to discover and adapt assessment tools, to perform assessment of each program's components, and to share strengths and weaknesses of the tools and programs. The project promises to help model community-based learning assessment in the context of a richly articulated suite of programs within a liberal arts environment. The educational opportunities that such centers at these colleges make possible and available to students are becoming increasingly important as institutions of higher education seek to build stronger links to communities in which they reside, and to restructure their learning environments in relation to an increasingly global society.

Hendrix College, Birmingham Southern College, Millsaps College, and Southwestern University
From the Ancillary to the Embedded: Assessing Student Engaged Learning and Curricular Centrality
Project Leaders: Robert Entzminger


$25,000 over 12 months. Hendrix College, Birmingham Southern College, Millsaps College, and Southwestern University will explore how colleges can accurately assess and assign value to students' engaged learning, that is, learning that brings critical thought into action. Such learning, the institutions argue, leads students—guided by faculty—to reflect on what they do, ultimately enhancing their capacity for analytical and critical thought, for problem solving, and for communicating this action to the broader public. Two working sessions, both led by national assessment authorities, will anchor the project. At the first meeting, institutions will share existing data, discuss how best to understand what the data say about the relationship between their academic curriculum and engaged learning initiatives, and determine next steps (either more data gathering or more intense study of current data). The second meeting will focus on a discussion of how institutions can apply the data they have gathered. At this session, they would also like to develop a pilot instrument to measure the effectiveness of programs that make engaged learning central to students' academic work, as opposed to those that consider it ancillary to the curriculum, as well as to assess one component of engaged learning, perhaps internships.

Rhodes College, Franklin & Marshall College, and Niagara University
College/Community Partnerships Consortium: A Planning Grant to Explore Systematic Assessment of the Impact of Community Partnerships on Student Civic Engagement and Learning
Project Leaders: Suzanne Bonefas


$25,000 over 12 months. Rhodes College, Franklin & Marshall College, and Niagara University share a commitment to college-community partnerships that are genuinely reciprocal and fundamentally linked to students' educational experiences. Building on this mutual understanding, they seek to assess the value added that involvement in such partnerships has for student learning outcomes. The group will begin with an inventory of similarities and differences in members' approaches to college-community partnerships, and will go on to develop a plan for assessing their programs, focusing especially on the roles of students, faculty and community partners in achieving success in community-based programs. They will read in the relevant literature, and ask questions about specific outcomes to assess; about how assessment of civic engagement integrates with assessment of curricular and classroom learning assessment; about how the National Survey of Student Engagement (NSSE), the Collegiate Learning Assessment (CLA) and other assessment measure might inform their work; and more. Working in consultation with the group as a whole, each campus will develop and then implement a preliminary assessment plan. Project leaders will meet to analyze results and prepare for a second cycle of work. As the work goes forward, the collaborative hopes to engage other partner institutions.

Richard Stockton College of New Jersey, Bloomfield College, and Monmouth University
Connecting Assessment Data to Institutional Change: Using Findings from National Assessment to Inform Pedagogy and Decision Making for Better Learning Outcomes
Project Leaders: Sonia Gonsalves


$24,993 over 12 months. These three New Jersey institutions will undertake a collaborative study to develop both a rationale for, and an appropriate means of using standardized assessment data from the National Survey of Student Engagement (NSSE) and the Collegiate Learning Assessment (CLA) to improve the practice of teaching and its impact on students' learning in the liberal arts and sciences. More specifically, the project aims to assess students' critical thinking, analytic reasoning, written communication and problem solving abilities; to identify areas needing improvement; to examine and share practices for changes in instructional focus in general or for specific groups of students through the curriculum; to plan ways to use the data to guide institutional improvement. Campus teams of 5-6 faculty will comprise the core planning group. They will develop a systematic method of analysis which combines the data from NSSE and CLA in a process of convergent validation; that is, they will group together those NSSE questions that relate to primary learning outcomes targeted by the CLA (critical thinking, analytic reasoning, written communication, and problem solving) to uncover any relationship between students' reports of instructional and co-curricular experiences (as gauged by NSSE) and their performance on the CLA in these areas. Both tests will be administered to freshmen and seniors. Focus groups with students who have taken the tests will provide further information about the testing process (how students approached it possible sources of ambiguity and other error variables and so on), while focus groups with faculty will help determine how the data—and analysis of the data—can be used to modify instruction in order to enhance student learning. The use of these direct and indirect assessment data will enrich understanding of the gains that students make in these areas and will be the basis for a continuing dialogue about outcomes, instruction, and co-curricular opportunities offered by the colleges.

Seattle University and Gonzaga University
A Discourse Approach to Assessment at the Departmental and University Levels
Project Leaders: John Bean


$25,000 over 12 months. Building on recent work these peer Jesuit institutions have done together on assessment, Seattle and Gonzaga Universities propose to assess disciplinary outcomes for given majors and mission-related outcomes beyond the major, such as commitment to social justice. The partners will undertake a "discourse approach" in this project, applying rubrics (that can identify patterns of strength and weakness in student performance across specified criteria) to grade a selection of "course-embedded" assignments, and then using these findings to fuel faculty discussion about how changes in course design, assignments, or instructional methods might lead to the amelioration of weakness. They will embark on a two-part plan:
  1. Each campus will first select one or two departments to assess the work of seniors within the major using an embedded assignment. The departments will identify the disciplinary outcomes to be assessed and an embedded assignment that would demonstrate mastery of those outcomes. Creating a rubric for scoring students' work is next. Once the data is gathered, faculty will discuss and analyze the results, and develop "feedback loop" ideas for addressing student weakness.

  1. In part two of the project, the collaborative hopes to extend "discourse approach" to the assessment of learning outcomes related to both institutions' commitment to social justice. Both universities will hold campus-wide discussions of how a learning outcome connected to social justice could be worded, how their curriculum and co-curriculum could be designed to help achieve the outcome, and how the outcome can be assessed. They will also consider whether instruments like the National Survey of Student Engagement (NSSE) can provide indirect measures of commitment to social justice.

University of Southern California
Assessing the Impact of Diversity Courses on Student Learning and Skill Development
Project Leaders: Darnell Cole


$24,998 over 12 months. The contemporary liberal arts curriculum requires students to study difference—between peoples of different races, sexes, religions, abilities, sexual orientations, and so on—with the expectation that their study will improve both students' respect for those different from themselves, as well as their cognitive skills. But does this really happen? How can learning outcomes related to students' experience in diversity courses be determined given that: 1) students generally enroll in only 1 course to meet the requirement; 2) students can choose from a variety of "diversity" courses; 3) multiple instructors deliver these courses; and 4) students can fulfill the requirement at any point during their undergraduate career? Researchers at the University of Southern California's Rossier School of Education propose to design the measures and methodology that would address these questions for the 16,500 undergraduates at a large private university which has over 100 specified courses that can meet the requirement. They will begin by consulting with faculty on how they define and/or delimit what is and what is not a diversity course and what they articulate as the learning outcomes one should expect from these courses; identifying all active courses meeting the diversity requirement and analyzing the syllabi to generate a rubric for sorting courses by common characteristics. The project team will also consult with outside experts, including researchers at the Council for Aid to Education who will help them explore how the Collegiate Learning Assessment might be adapted to this project. USC plans to produce a White Paper that will be useful to institutions seeking more clarity about the diversity requirements on their own campuses.

Ursinus College and Washington & Jefferson College
Diversity of Thought, Diversity in Practice: Assessing Student Learning and Engagement
Project Leaders: Judtih Levy


$24,990 over 12 months. Like many liberal arts colleges, Ursinus and Washington & Jefferson Colleges see the integration of students' classroom learning with their everyday lives as a key indicator of a successful liberal education. They wish to assess the extent to which this occurs on their campuses and propose to anchor their study in issues related to diversity because of its relevance to both colleges' missions. The collaborative will begin by gathering this data (for example, about courses taught, diversity surveys completed, and student behavior) and consulting with various on-campus groups. They will meet to share best practices, as well as current strategies and results, to establish a common base from which to plan steps forward. A consultant will help hone focus on those approaches to diversity that the colleges will assess, especially with regard to their effectiveness in affecting student behavior beyond the classroom. A second gathering will convene administrators, faculty, students, and an assessment consultant to help generate ideas for an improved assessment strategy. The remainder of the project will be spent crafting the actual strategy.

February 2007
Appalachian College Association
Planning grant to investigate the root causes of students' chronic underachievement in mathematics, to develop interventions that will increase their skills, and to measure the impact of the interventions
Project Leaders: Alice Brown


$25,000 over 6 months. Under the auspices of a 2004 Teagle Foundation grant, the Appalachian College Association (ACA) worked with seventeen member colleges to collect and analyze data on the impact of primary academic programs on their students' learning. Using the Collegiate Assessment of Academic Proficiencies (CAAP) assessment tool, the ACA colleges determined that while their students performed on par with national averages in most content areas, their scores in mathematics were below the national average. In response, a team of mathematics faculty and academic deans at four ACA colleges—Berea College (KY), Bethany College (WV), Campbellsville University (KY), and Emory and Henry Colleges (VA)—has formed to investigate the root causes of their students chronic underachievement in mathematics and quantitative skills, and to identify and study some of the best practices in these areas. The work to be done in this planning period includes:
  • Confirmation of informational resources available for this project (for example, test scores, student transcripts, and curriculum surveys), and meetings with participants to define roles and responsibilities;

  • Examination of data from previously administered CAAP math tests;

  • Review of some of the nationally recognized programs for mathematics instruction;

  • Convening of discussions with ACA, ACT, professional consultants, and institutional representatives to develop a detailed plan for the implementation phase of the study.

Council of Independent Colleges
Extending the work of the CIC-Collegiate Learning Assessment (CLA) Consortium | Project website
Project Leaders: Rich Ekman


$545,714 over 36 months. With a 2004 Teagle Foundation grant, the Council of Independent Colleges (CIC) established a consortium of 33 member colleges that would administer the CLA to first-year and senior students, and then meet annually to share experiences and learn from each other. Through this work, the consortium has developed a body of knowledge, including lessons and best practices, on using the CLA to measure student learning outcomes. Building on the successes of the original consortium, the extended project will:
  • Refine current assessment processes at participating campuses through continued CIC support and increased faculty participation, with the overall goal of creating a culture of assessment on member campuses;

  • Help campuses document their successes in student learning by the use of CLA and other assessment data;

  • Expand the number of institutions that benefit from the consortium's work, not only by increasing the number of campuses directly involved, but also by creating benchmarks and establishing a compendium of best practices to assist other campuses that want to pursue assessment activities;

  • Begin to use CLA results to effect curricular change.

CIC will continue to support consortium members by:
  • Convening the annual meeting to share results, to discuss challenges and successes, and to figure out next steps;

  • Working with the developers of the CLA to reach out to campuses throughout the year through a consortium listserv, through distribution of resource materials and reports, and through occasional web conferences.

CIC also plans to release two publications targeting general audiences. The first will make the case for the importance of assessing student learning based on the experience of the original consortium, while the second will document lessons and best practices established by the extended group.

May 2006
Wabash College (Center of Inquiry in the Liberal Arts)
Leveraging Institutional Success to Strengthen Assessment at Liberal Arts Colleges
Project Leaders: Charles Blaich and Steven Weisler


$300,000 over 36 months. Responding to pressures for the assessment of undergraduate teaching and learning, and recognizing the value—and also the limits— of a "one sized fits all" approach, the Center of Inquiry in the Liberal Arts proposes to establish a national assessment support program for liberal arts colleges that combines the expertise of Teagle's value-added assessment collaboratives and the Center's programs. Speakers, site visit teams, and institutional retreats are among the array of customized services the Center will offer that will help create a foundation for assessment at liberal arts colleges. Aiming to become the "go-to" place for assessment support, the Center believes that colleges—with their size, simplicity, and missions—are optimal environments for good assessment, and that they can use assessment to strengthen their impact on teaching and learning.

Vanderbilt University (Curb Center for Art, Enterprise, and Public Policy)
Creativity, the Arts, and Higher Education: Exploring How the Arts Stimulate Creativity, Engagement, and Learning on College Campuses
Project Leaders: Steven Tepper


$25,000 over 12 months. Nationally, there has been a quiet but persistent effort to increase the "creative" capacity of university campuses by investing in the arts, and by building centers and programs that connect creative people working across disciplines. University leaders have recognized that fostering a lively creative campus is essential in order to attract and retain the best students and to prepare those students to thrive in an economy that increasingly relies on intellectual property and creative content. One way to foster creativity is to invest in the arts; in doing so, higher education institutions, collectively, have become the single biggest patron of the arts in America—as commissioners of new work, as employers of arts faculty, as training institutions for professional artists, as stewards of art collections, and as presenters of the performing arts. But in spite of these investments and the sheer quantity of our creative assets, universities and colleges have not looked systematically at the connection between a lively artistic scene, creativity more generally, and other important institutional outcomes.

To fill this gap, Vanderbilt University will host a research conference in fall 2006. The conference will feature five working groups, each comprised of scholars—primarily social scientists—from a variety of disciplines. Each working group will examine a separate theme—the role of art in fostering social capital and cosmopolitanism on campus; the link between student engagement and cultural participation; the economic dimensions (impact and costs) of university and college support for the arts; methods for mapping the creative campus; and strategies for measuring creativity on campus and assessing how the arts add value to colleges and universities. A planning grant from the Teagle Foundation will support the meeting of this last working group as it seeks to determine whether further assessment work in this area should be done.

The research conference will inform a report that outlines the most promising areas for future research, highlighting innovative methodologies and identifying opportunities for collaboration across institutions. In particular, this report will emphasize possible strategies for assessment—including addressing such questions as: How would you measure creativity and artistic vitality on a college campus? How would you assess the impact of the arts on both (1) recognized educational outcomes (retention, GPA, analytical reasoning) and (2) more elusive outcomes (curiosity, creativity, passion)? How might we compare campuses in order to understand how the arts create "value" across different institutions, where goals, shared values, organizational structure and available resources vary greatly? And, finally, how might university leaders compare results over time on their own campuses in order to track the gains from investments in creativity and the arts?

November 2005
Associated Colleges of the Midwest (ACM), Associated Colleges of the South (ACS),Great Lakes College Association (GLCA)
Liberal Education and Study Abroad: Assessing Learning Outcomes to Improve Program Quality
Project Leaders: Wayne Anderson (ACS), Richard Detweiler (GLCA), and Christopher Welna (ACM)


$300,000 over 24 months. Developed with the support of the $60,000 planning grant from the Teagle Foundation, this proposal builds on what the consortia have learned about the imbrication of liberal education goals, international education goals, and study abroad goals, as well as about the range of programs in which their students enroll. In 2002-03, 3,958 students were enrolled in 734 separate programs. The consortia have moved forward with categorizing these programs (by provider, region, cumulative enrollment, language of the host country), and are now ready to systematically assess their accomplishments. The work plan involves:
  • Learning more about which program characteristics advance key liberal education outcomes, as they emerge through conversations with students, faculty, and leaders on consortium campuses;

  • Using the results of those conversations to produce trial assessment topics and items, and draft the processes and instruments needed to conduct the assessments;

  • Engaging the partner colleges to pilot test the instruments, refine them based on the results of the pilot tests, and produce assessment instruments all consortium members and others can use.

The work will be led by a steering committee consisting of the president, international programs director (or other designated staff member), and one leader or faculty member from an institution in each consortium. An outside consultant with experience in designing as well as implementing assessment programs and instruments will work with the group.

Click here for information on the grant that follows-up on this project.

The Hechinger Institute on Education and the Media
A Primer on Value-Added Assessment
Project Leaders: Gene Maeroff


$40,000 over 12 months. The Hechinger Institute will write a primer on the importance of value-added assessment for higher education, presenting reporters with a guide to current thought on this issue, prompting them to think about higher education through a lens that makes questions of learning outcomes loom large and ultimately to adopt a fresh mindset when looking at higher education. Affiliated with Columbia University Teachers College, The Hechinger Institute on Education and the Media is devoted to the professional development of working journalists involved in all phases of covering education. Journalists at major newspapers across the country—including the Boston Globe, the New York Times, the Los Angeles Times, the Washington Post, the Dallas Morning News, the Chicago Tribune, and the St. Louis Post-Dispatch—attend the institute’s seminars and read the “primers” that they develop on key topics in higher education.

Proposed sections of the primer include:
  • A discussion to reframe journalists’ approach to higher education so that they consider assessment and outcomes.
  • What is happening around the country as supporters of assessment and outcomes try to move colleges and universities forward.
  • A discussion of the difficulties of gauging what and how students learn in a variety of disciplines.
  • Experience of journalists who have tried to pursue this sort of coverage.
  • Specific guidance to help journalists move into this area of coverage and to overcome the difficulties.
  • Contact information for journalists so that they can be in touch with experts to help them cover this story.

In preparing the primer, the Institute will build on the Foundation’s work on value-added assessment, though sources of information will of course range beyond the Foundation itself. Once the primer is published, the Institute will follow up with journalists to determine who has used the primer, how, and in what stories.

May 2005
Wabash College
"Next Steps" in the "National Study of Liberal Arts Education"
Project Leaders: Charles Blaich


$50,000 over 12 months. The Center of Inquiry in the Liberal Arts at Wabash College will begin a national, multi-institution, longitudinal study of liberal arts education in August, 2005, building relationships with participating institutions through the first year, and beginning the formal study in August, 2006; they are currently in the pilot phase of the project. This project aims to: (1) develop an understanding of the institutional conditions and teaching practices that promote the development of seven liberal arts outcomes: effective reasoning and problem solving, inclination to inquire and lifelong learning, intercultural effectiveness, integration of learning, leadership, moral character, and well-being; and (2) develop institutionally useful and faculty-friendly methods of measuring these outcomes. The Center will measure each outcome using both quantitative and qualitative research methods, and are working with researchers at the University of Iowa, the University of Miami (Ohio), and the University of Michigan to design and implement this study, and to develop short, inexpensive, and easy-to-administer liberal arts assessment instruments. These instruments-a "Liberal Arts Experience Survey" and a "Liberal Arts Outcomes Survey"-will together measure college experiences that lead to the seven outcomes listed above, and the levels of achievement for those outcomes been achieved. Teagle funds will be used to complete the pilot study currently being conducted, analyze the results, and then refine next steps of this work.

Northwestern University
Measuring Undergraduate Cognitive Outcomes from a Disciplinary Perspective
Project Leaders: Rachelle Brooks


$25,000 over 12 months. Originally proposed by the Center for Assessment of Higher Education at the University of Maryland, College Park (CAHE) and now housed at Northwestern University, this planning grant explores disciplinary-based assessment of undergraduate cognitive outcomes. Classical Studies will serve as the case study for this investigation. Headed by Rachelle L. Brooks of Northwestern, this project will produce: (1) a report on the Classical Studies Outcomes Indicators meeting; (2) an assessment instrument for measuring undergraduate cognitive outcomes; (3) a set of methodological recommendations for instrument administration; and (4) a report summarizing the methodological review.